Chapter 4 Grmly Report

Report: CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
CHAPTER 4 PRESENTATION, ANALYSIS,

AND INTERPRETATION OF DATA
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CHAPTER 4 PRESENTATION, ANALYSIS,

AND INTERPRETATION OF DATA
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results from the data collected, analyzed, and
interpreted by the researchers and answers the questions from the problem
statement and hypothesis.
Test for Reliability and Internal Consistency
As stated in Table 1, Cronbach's alpha was used to assess the reliability of the
test item. It was computed by using SPSS software which reveals that the
variables are consistent and reliable. Both alpha coef cients under the mental
and social reached the standard limit, except for the two surveys. It indicates to
the researcher how much of the overall test scores would change if multiple
items were used. The question is potentially relevant since it informs
participants whether they have covered the extent of the construction (Goforth,
2020). However, using the Inter-Item correlation, all reach above the 0.20 and
0.40 threshold, resulting in the surveys being acceptable for reliability
(Piedmont, 2014). We know that exercise aids executive functions such as
sequencing, recall, and prioritizing, essential for academic and life
achievement. Physical activity can train the brain for learning (Bossenmeyer,
2020), while social events such as interaction or communication with others
help develop emotional intelligence and engage other cultures (SCU, 2020). The
lack of physical exercise has signi cant repercussions on students' health,
including an increased risk of obesity and diabetes. It has also been found to

affect students' mental health, wellbeing, and academic success (Coan and
Ingle, 2020).
Table 1. Cronbachâ€™s Alpha
Dependent Variable
Cronbachâ€™s Alpha
Inter â€“ item correlation
Internal consistency
Physical
0.500
0.289
Acceptable
Mental
0.860
0.311
Acceptable
Emotional
0.793
0.386
Acceptable
Social Health
0.672
0.248
Acceptable
In Table 2, out of 200 students who enrolled in Kidapawan Doctors College, only
43 could complete the survey. Using the frequency and relative frequency
formula, the female has a total frequency of 33 and a relative frequency of 0.77.
While for the male, its frequency of 10 with a relative frequency is 0.23. In Table

2, out of 200 students who enrolled in Kidapawan Doctors College, only 43

could complete the survey. Using the frequency and relative frequency formula,
the female has a total frequency of 33 and a relative frequency of 0.77. While
for the male, its frequency of 10 with a relative frequency is 0.23. For the age,
21 respondents were 21 - 25 years, which had 0.49% of its relative frequency. It
has an average mean of 21 and a standard deviation of 0. 22. The respondents
are between 20 years old that have 0.51% of the relative frequency with a mean
of 19 and a standard deviation of 0.3333 since age had a signi cant effect on
how knowledge about online learning is provided, with a higher priority for
computer-based tools in younger generations than older ages (Howell &
Habron, 2020). Both BS Psychology and BS Medical Laboratory Science have
outnumbered the other program with the frequency of 15 and 0.35% of their
relative frequency, revealing that they are more willing and eager to participate.
First, the BS pharmacy, which has a prevalence of 13 and a relative frequency
of 0.30%, indicates the least number of students willing to collaborate during
the sample distribution. Lastly, the BS Radiologic Technology has zero output
regarding that the researcher instructed that the respondents have the liberty
to participate (Bruff, 2021).
Table 2. Demographic pro le of the respondents (n=).
Frequency
Relative Frequency (%)
Gender
Female
Male
Age
41 and above
36 â€“ 40

31 â€“ 35
26 â€“ 30
21 â€“ 25
20 and below
Course
BS Psychology
BS Medical
Laboratory Science
BS Radiologic
Technology
BS Pharmacy
33
0.77%
10
0.23%
0
0.00%
0
0.00%
0
0.00%
0
0.00%
21
0.49%
22
0.51%

15
0.35%
15
0.35%
0
0
13
0.30%
The ndings from the rst section that the researcher calculated the answer
from the rst level of the student's physical health. Note that the researcher
has adopted a few questions (no. 8 and no. 7) from the previous studies to
understand further the impact of online learning and technology on the
students' wellbeing (Anderson, 2018). It would be the opportunity for the
researcher to observe if the results have lengthened the previous studies.
Table 5 reports that this analysis found statistically signi cant interpreted
'Agree' with the mean of 3.95 and its standard deviation of 0.345. The highest
indicator cracked as 'Strongly Agree' was "I sometimes encounter my eyes
hurting during a long time online." and "I would feel tired looking at the screen
for a long duration of time.". Higher time on-screen having less outdoor time
could potentially affect the eyes of the students, resulting in myopic or
nearsightedness of their being dangerous (Furlong, 2020). The future can lead
to severe eye problems, including certain possibly blinding illnesses. Second
highest that interpreted as 'Agree' such as "I tend to feel uncomfortable sitting
at the table during online classes.", "I tend to feel uncomfortable sitting at the
table during online classes.", "I tend to have back/shoulder/neck pain during a
long hour of an online class.", "I spend more time on my homework than in my
other classes.", and "I always encounter technical dif culties during online

classes.". Lastly, interpreted as 'Fair' such as "I feel that using technology
interferes with my ability to accomplish the required coursework." The "I value
the online learning environment more than face-to-face format."
According to Purdue University (2020) discuss, It is necessary to take a moment
to consult with each other so that we keep our physical bodies healthy for our
best success during this period. The COVID-19 crisis forced universities and
colleges around the globe to switch ef ciently to online instruction, education,
and science in the emergency mode, thus coping with a multitude of
challenging concerns in helping students, encouraging faculty and workers,
and maintaining their economic viability.
Table 5. Level of Student Physical

Physical Level
Mean
Std. Deviation
Interpretation
1. Using technology interferes with my ability to accomplish the required

coursework.
3.44
.795
Fair
1. I always encounter technical dif culties during online classes.
4.18
.698
Agree
1. I spend more time on my homework than in my other classes.

3.74
.875
Agree
1. I have a hard time nding a signal connection in my house.
4.23
.718
Agree
1. I tend to have back/shoulder/neck pain during a long hour of online class
4.30
.802
Agree
1. I sometimes encounter my eyes hurting during a long period online.
4.67
.474
Strongly Agree
1. I value the online learning environment more than the face-to-face

format
3.00
1.023
Fair
1. I am more comfortable responding to questions by email than orally.
3.69
.802
Agree
1. I tend to feel uncomfortable sitting at the table during online classes.

3.74
.902
Agree
1. I would feel tired looking at the screen for a long duration of time.
4.51
.550
Strongly Agree
Category Mean
3.95
.345
Agree
4.26-4.67
Strongly Agree
3.11-3.90
Agree
3.00-3.44
Fair
1.76-2.50
Disagree
1.00-1.75
Strongly Disagree
The next set answered the second level of the student's mental health. Since
mental such as depression, anxiety, and inactive lifestyles are all too common
among college students, a new study nds they may have escalated during the
initial outbreak of COVID-19, reported in Table 6 shows a High level of student
mentality.

Numerous recent student surveys suggest that the social and environmental
effects of the pandemic, as well as the continuing instability of their college
and outcome students, have affected their mental wellbeing (Panchal, Kamal,
Cox & Gar eld, 2021). There are multiple that are interpreted as 'Agree' such as
"I do not feel like integrating with small group work in online courses, "I feel
irritable /short-tempered/obsessive whenever I am online (Somerstein, 2013).",
"I seem out of touch with reality.", "I suddenly deteriorated in quality of work.",
"I tend to feel depressed when I am on the screen during online learning., "I do
not feel motivated and engage in an online environment.", and "I do not
regularly get up and move around online." followed by 'Fair' as interpreted, such
as "I feel that the content of work becomes negative/dark/odd in tone." and
lastly "I stopped responding to email and other social media.".
With the global COVID-19 pandemic, schools have encountered unforeseen
obstacles, working rapidly to move classes into an online format, ensuring
equal access for all pupils, supporting the educational interests of teachers
and students, and making preparations in the face of great uncertainty. The
pandemic itself triggered a lot of concern, tension, and sorrow. These stressors
can cause obstacles to mental wellbeing for everyone and can cause acute
effects for individuals with mental health issues (American Psychological
Association, 2020). Studies found that online learning can be as good or better
for students than in-person learning for the learners who prefer it.
Nevertheless, through an interpersonal college experience for hunts,
thousands of students will quickly reach their third semester of remote
teaching. This transformation's mental, emotional, and academic
consequences are likely to be dif cult considering the long-term development
of remote learning (Burke, 2020).

Table 6. Level of Student Mental

Mental Level
Mean
Std. Deviation
Interpretation
1. I feel irritable /short-tempered/obsessive whenever Iâ€™m online.
3.74
1.114
Agree
1. I suddenly deteriorated in quality of work.
3.60
.791
Agree
1. I stopped responding to email and other social media.
3.11
1.028
Fair
1. I feel that the content of the work becomes negative/dark/odd in tone.
3.32
.808
Fair
1. I seem out of touch with reality.
3.72
.934
Agree

1. I don't feel motivated and engage in an online environment.
3.58
1.028
Agree
1. I feel unable to adapt to online classes.
3.53
.984
Agree
1. I donâ€™t regularly get up and move around online.
3.55
.933
Agree
1. I don't feel like integrating with small group work in online courses.
3.83
.870
Agree
1. I tend to feel depressed when Iâ€™m on the screen during online

learning.
3.67
1.040
Agree
Category Mean
3.56
.669
Agree

4.26-4.67
Strongly Agree
3.11-3.90
Agree
3.00-3.44
Fair
1.76-2.50
Disagree
1.00-1.75
Strongly Disagree
The second to the last set was answered by a researcher on the student's
emotional health. This level nds crucial in multiple respondents who
responded 'Agree' contributing to students' distress during this pandemic;
however, there remains much to be learned about the psychological, such as
the emotional health impacts facing students and what can be done to reduce
it. Table 7 reported a high level of the students' emotional health in Kidapawan
Doctors College. "I feel irritated when I cannot get into an online class because
of the slow signal." As reported in other studies, Online schools are not a
perfect surface for in-person appointment lessons (Lederman, 2020). Lagging
WIFI suggests collapsing blocks of dialog as the internet freezes, and the style
and listening atmosphere is different from sitting in a classroom of professors
and classmates. The "I feel that my future might be disrupted because of the
pandemic." followed by "I feel lonely online rather than in class.". Then, "I do not
feel productive during my time in the online class." and "I do not feel
encouragement during the online classes." Offering students all over the world
is up to the dif cult mission of not only adjusting and switching to free forms of
teaching but also multitasking by studying new technologies to provide online

of ce hours, attendance from of cial sessions, answering schoolchildren to

order external hours with Zoom ( Agarwal and Kaushik, 2020). Now that we can
anticipate, it is the long-term view that the decisions can make a choice.
Faculty should walk a tightrope for the students to retain motivation, rstly. A
signi cant concern would be student motives, regardless of a research pattern
that has been adopted: simulated, mixed, mixture, mix, or a multitude of
differences (Nagpal, 2020). The "I become easily frustrated if I cannot use a
program.", "I feel unable to cope with the online environment." The school or
college closure has led to an almost instant process; on-site learning is seen in
face-to-face lessons. However, most of us who experience unpleasant or
challenging situations are concerned about dropping back or failing in grades.
Lastly, "I felt comfortable participating in the course discussions." and "I feel
bored whenever there is the online class going on." interpreted as 'Fair.'
The rst thing to bear in mind is that everybody starts from the beginning, and
nobody has been in a situation such as the COVID-19 crisis until now, which
means that there is no way to tell if the students have been locked emotionally
segregated and alienated over the past few months (Busman, 2020).
Table 7. Level of Student Emotional

Mean
Std. Deviation
Interpretation
1. I found myself responding emotionally about ideas or learning activities

in this course.
3.51

.702
Agree
1. I feet comfortable participating in the course discussions.
3.30
.741
Fair
1. I feel bored whenever there is online class going on.
3.18
.794
Fair
1. I become easily frustrated if I can't use a program.
3.79
.773
Agree
1. I feel lonely online rather than actual class.
3.83
.949
Agree
1. I feel irritated when I can't get into online class because of slow signal.
4.39
.622
Agree
1. I feel that my future might disrupted because of the pandemic
3.93

.935
Agree
1. I feel unable to cope up with the online environment
3.67
.944
Agree
1. I don't feel productive during my time in online class.
3.81
1.006
Agree
1. I don't feel encouragement during the online classes.
3.81
.852
Agree
Category Mean
3.56
.669
Agree
4.26-4.67
Strongly Agree
3.11-3.90
Agree
3.00-3.44
Fair
1.76-2.50
Disagree

1.00-1.75
Strongly Disagree
Lastly, the respondents answered the nal set of the level, which is social
health. This level stresses that while people must take social distancing
seriously, they also nd ways to interact with family and friends during the
COVID-19 pandemic. Psychologically, it is a whole new world for people, and not
being able to interact can be very depressing and stressful (Clendenin, 2020).
The level of "Agree" shows signi cantly. The "I cannot communicate with others
properly because of the slow net connection." indicates the highest mean of
4.16, interpreted as 'agree' followed by "I feel degraded whenever I see my
parents feeling stress/tired/anxious after work.", "I often get distracted and
lose time during an online class.", and "I think online education is more
conducive to cheating.".
Whether it is a parent, full back time for dinner, a pet who begs for attention
before taking a test, or a chore behind saying the present for attendance, it is a
signi cant dilemma for students. Without absolute peace, quietness, and
concentration, the productivity spree ruins before the pandemic. The
uncommon sense of consistency concerning the future is felt in many other
students (Mayzenderg, 2020). The "I am becoming less active in interacting
with online people." shows that smartphones and social networks have
decreased the population of students doing so in and out. Social media has
harmed their wellbeing and family connections in the lives family members
(Chrysanthos, 2020). The "I have a working device if there is a video or audio
presented during the online class." followed by "I feel that I am struggling to
adapt with the technology.". Lastly, "I am unable to perform my
task/assignment because of my parent's intervention during an online class."
and "I enter the online class late/absent." were interpreted as 'Fair .'Social

distance also appears to be operating for this pandemic since shortly, and
some prediction forecasts are exhibiting a likely downward trend.
Table 8. Level of Social Health
Mean
Std. Deviation
Interpretation
1. I am unable to perform my task/assignment because of my parentâ€™s

intervention during online class.
3.25
.902
Fair
1. I feel degraded whenever I see my parents feeling stress/tired/anxious

after work.
3.90
.717
Agree
1. I'm becoming less active in interacting with online people.
3.79
.914
Agree
1. I feel that I'm struggling to adapt with the technology.
3.53
.984
Agree

1. I can't communicate with others properly because of the slow net

connection.
4.16
.753
Agree
1. I often get distracted and lose time during online class.
3.90
1.019
Agree
1. I enter online class late/absent.
3.11
1.028
Fair
1. I have a working device if a video or audio is presented during the online

class.
3.72
.881
Agree
1. I think online education is more conducive to cheating.
3.90
.781
Agree
1. I'm comfortable being online because it helps me learn quickly.
3.00
.816

Agree
Category Mean
3.63
.482
Agree
4.26-4.67
Strongly Agree
3.11-3.90
Agree
3.00-3.44
Fair
1.76-2.50
Disagree
1.00-1.75
Strongly Disagree
The researcher sought to calculate the overall median from a student with
different levels but similar health-related courses. The highest median score is
60 under the physical level in Psychology, followed by 59.5 in the emotional
story from the Medical Laboratory Science. A median score of 55 from the
1
social class in Pharmacy is reported in Table 9.
Table 9. Summary of overall median scores for the perceived impact of online
learning and technology on respondent courses on their physical, mental,
emotional, and social health

Course
Physical
Mental
Emotional
Social
BS Psych
60
42
46.5
46
BS MLS
58
55.5
59.5
56
BS Rad Tech
0
0
0
0
BS Pharm
53
52.2
54
55
As a result, it was determined that the overall mode of Psychology students is
41 in both levels in mental and emotional. Next is the emotional and social

class, 59 from the Medical Laboratory Science, and lastly, from the Pharmacy
with 55 scores in the physical, emotional, and social levels shown in Table 9.1.
Table 9.1 Summary of overall mode scores for the perceived impact of online
learning and technology on respondent courses on their physical, mental,
emotional, and social health.
Course
Physical
Mental
Emotional
Social
BS Psych
57
41
41
43
BS MLS
58
52
59
59
BS Rad Tech
0
0
0
0
BS Pharm
55

52
55
55
Pearson's Correlation
After creating these levels, the statistician analyzed using SPSS software for
the individual students who enrolled in Kidapawan Doctors College.
Correlation is the essential context that determines the interaction of variables.
In statistical distributions, a change in the magnitude of 1 variable is
associated with differences in the importance of another variable, either the
same or the opposite way (Schober, Boer, & Schwarte, 2018). Table 10 revealed
a signi cant correlation between the physical, mental, emotional, and social.
The result shows that the scores are effective at the 0.05 and 0.01 levels. There
is a positive relationship between the physical, mental, emotional, and social.
Table 10. Correlation between Student's Physical, Mental, Emotional, and Social
Health
Physical
Mental
Emotional
Social Health
Physical
Pearson Correlation
1
.304*
.304*
.528**
Sig. (2-tailed)
.048

.048
.000
N
43
43
43
43
Mental
Pearson Correlation
.304*
1
1.000**
.316*
Sig. (2-tailed)
.048
.000
.039
N
43
43
43
43
Emotional
Pearson Correlation
.304*
1.000**
1

.316*
Sig. (2-tailed)
.048
.000
.039
N
43
43
43
43
Social
Pearson Correlation
.528**
.316*
.316*
1
Sig. (2-tailed)
.000
.039
.039
N
43
43
43
43
*. Correlation is signi cant at the 0.05 level (2-tailed).
**. Correlation is signi cant at the 0.01 level (2-tailed).

T-test for the dependent variable

Health effects often rely on social and economic in uences that impact the
cultural and political environments of society. Table 11 shows the test for
differences in the impact of online learning and technology on students'
physical, mental, emotional, and social in the health-related course in
Kidapawan Doctors College when analyzing according to gender. It reveals that
all of the sub-indicators on the levels got the p-value of 0.744, 0.718, 0.170,
and 0.212 is higher than the alpha level of 0.05 means that the null hypothesis
is statically signi cant.
Table 11. T-test for signi cant differences between gender concerning physical,
mental, emotional, and social health
Dependent Variable
Gender
Mean
SD
t-value
p-value
Physical
Male
3.985
.3401
1.084
0.744
Female
3.850

.3598
Mental
Male
3.573
.6714
0.052
0.718
Female
3.560
.6979
Emotional
Male
3.709
.4766
-.395
0.170
Female
3.780
.5633
Social Health
Male
3.621
.4526
-.220
0.212
Female
3.660

.5967
* Signi cant at p<0.05
The null hypothesis is rejected, which is reported in Table 12. It shows
signi cant differences according to their age in the impact of online learning
and technology on students' physical, mental, emotional, and social in the
health-related course in Kidapawan Doctors College, where the p-value of
0.653, 0.858, 0.413, and 0.951.
Table 12. T-test for signi cant differences between age with respect to physical,
mental, emotional, and social health
Dependent Variable
Age
Mean
SD
t-value
p-value
Physical
20 below
3.971
.3629
.366
0.653
21- 25
3.932
.3301
Mental
20 below
3.621

.6653
0.558
0.858
21- 25
3.505
.6868
Emotional
20 below
3.812
.5033
1.314
.413
21- 25
3.616
.4670
Social Health
20 below
3.692
.4995
.937
.951
21- 25
3.553
.4611
* Signi cant at p<0.05
Analysis of Variance (ANOVA) Test

Table 13 shows the test for differences in the physical, mental, emotional, and
social among the students enrolled in Kidapawan Doctors College when
analyzed according to courses. It reveals that all sub-indicators on the levels
got the p-value of 0.727, 0.101, 0.090, and 0.653. Therefore the null hypothesis
is rejected.
Table 13. ANOVA for signi cant differences between courses with respect to
physical, mental, emotional, and social health.
Dependent Variable
Courses
Mean
SD
t-value
p-value
Physical
BS Psychology
3.973
.2890
.321
.727
BS Medical
Laboratory Science
3.993
.4599
BS Pharmacy
3.893
.2786
Mental

BS Psychology
3.533
.6683
2.432
.101
BS Medical
Laboratory Science
3.857
.7046
BS Pharmacy
3.321
.5591
Emotional
BS Psychology
3.547
.3662
2.553
.090
BS Medical
Laboratory Science
3.943
.5707
BS Pharmacy
3.700
.4723
Social Health

BS Psychology
3.553
.4340
.431
.653
BS Medical
Laboratory Science
3.721
.5659
BS Pharmacy
3.621
.4611
Signi cant at p<0.05*

1. The researcher sought to calculate the overall median from Unclear Clarity
a student with different levels but similar health-related paragraphs
courses. The highest median score is 60 under the physical
level in Psychology, followed by 59.5 in the emotional story
from the Medical Laboratory Science. A median score of 55
froâ€¦

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Report: CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

CHAPTER 4 PRESENTATION, ANALYSIS,

Score Writing Issues

This text scores better than 99%

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Unique Words 22%

Rare Words 34%

Word Length 3.7

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CHAPTER 4 PRESENTATION, ANALYSIS,

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2, out of 200 students who enrolled in Kidapawan Doctors College, only 43

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Table 5. Level of Student Physical

1. Using technology interferes with my ability to accomplish the required

1. I always encounter technical dif culties during online classes.

1. I spend more time on my homework than in my other classes.

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1. I have a hard time nding a signal connection in my house.

1. I tend to have back/shoulder/neck pain during a long hour of online class

1. I sometimes encounter my eyes hurting during a long period online.

1. I value the online learning environment more than the face-to-face

1. I am more comfortable responding to questions by email than orally.

1. I tend to feel uncomfortable sitting at the table during online classes.

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Table 6. Level of Student Mental

1. I feel irritable /short-tempered/obsessive whenever Iâ€™m online.

1. I suddenly deteriorated in quality of work.

1. I stopped responding to email and other social media.

1. I feel that the content of the work becomes negative/dark/odd in tone.

1. I seem out of touch with reality.

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1. I don't feel motivated and engage in an online environment.

1. I feel unable to adapt to online classes.

1. I donâ€™t regularly get up and move around online.

1. I tend to feel depressed when Iâ€™m on the screen during online

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of ce hours, attendance from of cial sessions, answering schoolchildren to

Table 7. Level of Student Emotional

1. I found myself responding emotionally about ideas or learning activities

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1. I feet comfortable participating in the course discussions.

1. I feel bored whenever there is online class going on.

1. I become easily frustrated if I can't use a program.

1. I feel lonely online rather than actual class.

1. I feel that my future might disrupted because of the pandemic

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1. I feel unable to cope up with the online environment

1. I don't feel productive during my time in online class.

1. I don't feel encouragement during the online classes.

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Report was generated on Tuesday, May 10, 2022, 05:56 PM Page 18 of 34

1. I am unable to perform my task/assignment because of my parentâ€™s

1. I feel degraded whenever I see my parents feeling stress/tired/anxious

1. I'm becoming less active in interacting with online people.

1. I feel that I'm struggling to adapt with the technology.

Report was generated on Tuesday, May 10, 2022, 05:56 PM Page 19 of 34

1. I can't communicate with others properly because of the slow net