FINAL-STAT Whole Chapter

8/2/2019 FINAL-STAT Whole Chapter

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CHAPTER 1The Problem and Its Background

Abstract

This study entitled Leisure time activities: its effect to academicperformance of First Year students of Manuel Luis Quezon High Schoolaimed to determine the level of academic performance of the first yearstudents of Manuel Luis Quezon High School. Furthermore it aimed todetermine the relationship between the students leisure time activities andtheir academic performance in the 1st quarter and 2nd quarter of the schoolyear.

The respondents of this study were 206 first year high schoolstudents selected through draw-lots sampling.

The data on leisure time activity variable were gathered usingsurvey form or questionnaire. On their 1st quarter and 2nd quarter GradePoint Average (GPA) were gathered through the record of their teachers.

The percentage and average were used for describing the datagathered from the first year students.

The results of the study indicated that the first year students whobelong to A.M. session of Manuel Luis Quezon High School have morepotential than first year students who belongs to P.M. session.

Introduction

Education leads the way to success helps one to survive instruggles of life at present and in the future. Hinders may come in their

way as one travels his path. Although, there are things that may help himenhance skills and abilities to be used in the studies.

Philippines was having problem to control the system of educationit has nowadays. Economically, Filipinos are finding it difficult to cope withthe everyday living. Even so, they find ways to provide and sustain theeducations of their offsprings.

Leisure time activities of the students could affect their academicperformance. The younger the student is the greater the possibility hecould not handle to manage their time properly. There are not matureenough to carry the stress of conflict schedules and proper timemanagement.

For us to be informed and knowledgeable in their lifestyle,proponents will conduct a research regarding the leisure time activitiesand its effects on their academic performance. This study also providesthe range of ages that the first year students have and the leisure timeactivities they prefer at their age.

Proponents made used of the youngest students in high school toidentify what leisure time activities they prefer most before and after class.The following leisure time activities came out, namely:


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Hanging out with friends Having family bonding Listening to radio and other music gadgets Reading pocket books, magazines, comics, etc

Playing guitar, piano, drums, mouth organ and other instruments Watching television Practicing different dance Caring animals like cat, dog, fish, birds, etc. Playing sport games Playing computer games, video games, online chatting

Problem

Topic: Leisure Time Activities: Its effect to academic performance of 1styearstudents of Manuel Luis Quezon High School.

1. What is the profile of the 1st year students of Manuel Luis Quezon HighSchool in terms of the following variables:

1.1 Age1.2 Gender1.3 Class Schedule1.4 GPA

2. What is the level of preference of 1st year students of Manuel LuisQuezon High School in the following leisure time activities, namely:

2.1 Hanging out with friends2.2 Having family bonding2.3 Listening to radio and other music gadgets2.4 Reading pocket books, magazines, comics, etc2.5 Playing guitar, piano, drums, mouth organ and other

instruments2.6 Watching television2.7 Practicing different dance2.8 Caring animals like cat, dog, fish, birds, etc.2.9 Playing sport games2.10 Playing computer games, video games, online chatting

Hypothesis

This study attempted to prove or disprove the following hypothesis:


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1. There was no significant difference in the profile of A.M. and P.M. sessionof 1st year students of Manuel Luis Quezon High School in terms of thefollowing variables, namely:

1.1 Age1.2 Gender

1.3 Class Schedule1.4 GPA

2. The level of preference of 1st year students of Manuel Luis Quezon HighSchool in terms of the different leisure time activities is the following:

2.1 Hanging out with friends least dislike (7)2.2 Having family bonding most preferred (1)2.3 Listening to radio and other music gadgets less preferred (4)2.4 Reading pocket books, magazines, comics, etc

not preferred (6)2.5 Playing guitar, piano, drums, mouth organ and other

instruments - less disliked (8)2.6 Watching television preferred (3)2.7 Practicing different dance intensely disliked (10)2.8 Caring animals like cat, dog, fish, birds, etc.

least preferred (5)2.9 Playing sport games disliked (9)2.10 Playing computer games, video games, online chatting

- more preferred (2)

Significance of the study

The researchers considered this study essential due to insights itcan provide suggestion or recommendation on how the students going toconsume their leisure time for them to have benefits on it. Leisure timemust be consumed well to lessen the wasted time doing things that is notso important for students.

The study offers program for enhancement.1 to the students, this will help them in choosing among the listed

leisure time activities what they are going to do when there is a free timeto help them grow as an individual.

2 to the teachers, this study will provide way in discovering possiblehindrances that causes students not to focus on their studies.

3 this study will also serve as basis or guide for the schooladministrators in planning an activity that would lessen the different leisuretime activity they doing in their home and at the same time make teachingand learning more meaningful.

Scope and Delimitation


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The study was focused on the Level of Academic Performance of1st year students of Manuel Luis Quezon High School. This covered FirstYear Students of the year 2010-2011.

The researchers believed that whatever improvement should bemade in the succeeding years must be based on the most recent finding.

Definition of Terms

Ranking Meaning

1 most preferred

2 more preferred

3 preferred

4 less preferred

5 least preferred

6 not preferred

7 least disliked8 less disliked

9 disliked

10 intensely disliked

This table will explain the ranking of the given leisure time activities.1 is the most preferred and 10 is the intensely disliked.

CHAPTER 2

Review of Related Literature and Related Studies

Foreign LiteratureRegular use of computers can have an effect on student performance on

standardized tests, according to a new study by researchers at Boston College andthe University of Massachusetts at Lowell.

Analyzing test performance and computer uses of 986 fourth gradestudents from 55 classrooms in nine Massachusetts school districts, the studyfound that the more regularly students use computers to write papers for school, thebetter they performed on the Massachusetts Comprehensive Assessment Systems(MCAS) English/Language Arts exam. This positive effect occurred despite the fact

that students were not allowed to use computers for the test.Conversely, the study found that students' recreational use of computers to

play games, explore the Internet for fun, or chat with friends at home had a negativeeffect on students' MCAS reading scores. Similarly, students' use of computers tocreate PowerPoint presentations was also negatively associated with MCAS writingscores.

This study of students' MCAS performance is part of the "Use, Support andEffect of Instructional Technology" (USEIT) study conducted by the Technology and


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Assessment Study Collaborative of the Lynch School of Education at BostonCollege. Funded by the US Department of Education, USEIT is a three-yearassessment of educational technology that occurred across 22 Massachusettsdistricts.

The MCAS achievement component of USEIT is the most sophisticated

analysis of the relationships between students' computer use and test performanceconducted to date. Building on several shortcomings of past research on this topic,this study collected detailed measures of a variety of student uses of computers inand out of school, controlled for differences in home learning environments,separated effects of teachers' instructional practices, and controlled for differencesin prior achievement by using third grade MCAS scores.

In addition to analyzing the effect of a variety of uses of computers onstudents' total MCAS scores, this study also examined the sub-scores provided bythe MCAS test.

At a time when standardized testing is playing an increasingly important rolein shaping the learning experiences of students and instructional practices ofteachers, the researchers believe this study provides evidence that students'

computer use does have an impact on student achievement as measured by testslike MCAS. More importantly, they say, the study demonstrates that different usesof computers have different effects on student learning.

"Specifically, this study finds that students' use of computers throughout thewriting process had a statistically significant positive effect on MCAS writing scores,"said the study's director, Michael Russell of BC's Lynch School of Education. "Usingcomputers simply to type in final drafts of essays, however, had no effect onstudents' test performance. These findings are consistent with past research anddemonstrate the importance of allowing students to use computers to producerough drafts, edit their papers, and to produce final drafts."

This study also indicates that using computers for recreationalpurposes had a negative effect on test performance, particularly forreading scores. The authors speculate that this occurs because studentswho spend more time using computers for recreational purposes at homemay spend less time reading at home.

Similarly, the study found that use of computers in school to createpresentations was negatively associated with writing test scores.According to the researchers, this negative relationship may result fromstudents spending less time writing during class time and more timecreating and revising multimedia projects that contain relatively small

amounts of written work. In essence, time spent creating presentationsmay detract from time available during class to develop students' writingskills.

"These findings are important for two reasons," said Russell. "First,at a time when schools are under increased pressure to raise test scores,yet are also facing budget shortfalls, this study provides evidence thatinvestments in computers can have positive effects on studentachievement. Second, it shows that teachers and students must be


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thoughtful about how computers are used and what types of learning theyexpect to impact."

"When examining the effect of computer use on student learning, itis important to consider how well a specific use is aligned with the

measure of learning," added the study's lead author, Laura O'Dwyer of theGraduate School of Education at UMass Lowell, formerly a researcher atBoston College. "While this study found that use of computers to createpresentations was negatively associated with writing scores, it does notmean that students should not be creating presentations with computers.Creating presentations may be a positive learning experience, but sucheffects are not captured by a test like MCAS that measures reading andwriting skills."

Adds BC researcher Damian Bebell, the study's third author,"Although this study finds some interesting effects of students' use ofcomputers, teachers in this study generally did not use technology toteach. As more and more schools, districts, and states provide teachersand students with their own laptops, it will be interesting to see if teachersare able to use technology more in the classroom and if these uses add tothe effects of student technology use."

Average Twitter User Older Than ExpectedFlowtown found that Twitters users, on average, are 39 years old, whilethose who use LinkedIn are an average of five years older.

Nearly half (47 percent) of all internet users between 50 and 64 years of

age also have at least one social media account.Even 26 percent of those aged 60 and above use Facebook, Twitter oranother social media website on a regular basis.

A full 61 percent of all adults surveyed by Flowtown indicated that theyhad used social networking websites in the past,representing an impressive rise from the 47 percent measured a year ago,in August 2009. Thirty-eight percent of adults respondedthat they use social media on a daily basis.

Most interesting of all the findings is the fact that nearly four-in-ten internet

users between 30 and 49 years of age use social media every day.This proportion is six out of ten in the 18 to 29 age cohort.

___________________________________________________________

Profile of the Average Gamer (June 2010)Today's average gamer is 34 years old, according to a study of 1,200households by the Entertainment Software Assn.The most frequent game purchaser is 40. Nearly half of all gamers are
http://www.flowtown.com/http://www.theesa.com/http://www.theesa.com/http://www.flowtown.com/


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between 18 and 49. More surprisingly, more than a quarter of the gamingpopulation is over 50. The average adult gamer has been playingcomputer or videogames for 12 years.The ESA reports that 48% ofparents play videogames with their kids at least once per week. And 67%of American homes either own a console, and/or use their PC to runentertainment software.

Time Spent Social Networking Up 82%

TEEN ADVERTISING STUDY

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CHAPTER 3Materials and Methodology

Materials

Survey FormThe researchers made used of survey forms based andaccording to the topic. It will help in gathering data and informations thatwill use for further analysis and interpretation.

The survey forms contain the questions which are related totheir leisure time activities and their academic performance in 1st and 2nd

quarter. The researchers include this to be able to know how the leisuretime activities affect the academic performance of the first year studentsand also to conclude whether leisure time is good or bad to the studentsacademic performance.

Methodology

FORMULATING THE TOPICThe researchers should formulate first the topic before

conducting their research, because the whole content of theirresearch will be basing on that topic they have.

MAKING THE PROBLEMThe researcher should make or formulate their problem

based on the given topic for them to know what will do in solving oranswering the problem.

FORMULATING HYPOTHESISThrough the problem and topic, the researcher should

formulate the possible answer to their problem or their hypothesisin order for them to have the initial idea regarding on the topic andto prove or disprove it as a solution for their problem.

MAKING A SURVEY FORMThe researchers make their survey form based on the topic

they have and they listed some questions which are related to thetopic, and to be answered by the respondents or the samples theygoing to draw-lots on the random sampling. Then, provideaccordingly to the number of respondents.


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RANDOM SAMPLINGThe researchers collected the list of students on every

section, and assign number corresponds to each. And after that,

the researchers perform the draw-lots to know their samples orrespondents.

CONDUCTING THE SURVEYIn conducting the survey, the researchers excused their

samples to out of the classes for a while to explain how to answerthe survey form properly. Then through their answers, theresearchers will be basing their study on it. Then it is now ready forencoding and profiling.

ENCODING AND PROFILINGAfter conducting the survey, the gathered data and

informations are now ready for encoding. Encoding help to easilyanalyse the data gathered. It would take too much time to befinished, that's why patience and carefulness in encoding isneeded.

ANALYSISIn research, this is the most difficult and crucial stage of

your study. The researcher should be able to translate numbersinto words. Researcher must analyse their data in order to makethe research successful.

INTERPRETATIONAfter analysing the data, interpretetion must perform. This is

the time for the researcher to tell or to summarize what heanalyzed. Then, it is now the basis of the conclusion to beformulated and to come up with.

MAKING A CONCLUSIONThe researcher should review what he had done in making

the research proper. Conclusion must be done to have the essenceof the study. Without that, research cannot be used as a basis ofother studies.

CHAPTER 4

AnalysisPresentation and Interpretation of the Data Gathered


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This chapter attempts to answer the problems stated below:

What is the profile of the 1st year students of Manuel Luis Quezon HighSchool in terms of the following variables:Age

GenderClass ScheduleGPA

What is the level of preference of 1st year students of Manuel Luis QuezonHigh School in the following leisure time activities, namely:Hanging out with friendsHaving family bondingListening to radio and other music gadgetsReading pocket books, magazines, comics, etcPlaying guitar, piano, drums, mouth organ and other instruments

Watching televisionPracticing different danceCaring animals like cat, dog, fish, birds, etc.Playing sport gamesPlaying computer games, video games, online chatting

Based on the data gathered, the researchers found out that the profile ofthe 1st year students of Manuel Luis Quezon high school in terms of age.

TABLE 1: Distribution of 1st year students of Manuel Luis Quezon

High School in terms of age and average age.

Age 12 13 14 15 16 17Averag

eA.M

.Frequenc

y 25 67 14 2 1 0 13.02

Percent 22.94 61.47 12.84 1.84 0.92 0P.M

.Frequenc

y 22 48 21 4 1 1 13.14

Percent 22.68 49.48 21.65 4.12 1.03 1.03

Total 47 115 35 6 2 1 13.06

Percentage 22.82 55.83 16.99 2.91 0.97 0.49

Base on the table 1, it can be noted that the average age of 1styear students of MLQ High School is 13.06 years old, with 55.83% of thestudents having the 13 years of age, 22.82% having 12 years of age,16.99% having 14 years of age, 2.91% having 15 years of age, 0.97%having 16 years of age and 0.49% having the 17 years of age. It can alsobe seen that the average age of students in morning and afternoon


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session are not significantly different from each other with the morningstudent having 13.02 years of age and the afternoon session having 13.14years of age.

There is no significant difference between the distribution ofstudents in terms of their ages in the morning and afternoon session as

can be seen in the table. Both sessions have 13 years of age with thebiggest number of students, with 61.47% in the morning session and49.48% in the afternoon session.

TABLE 2: Distribution of 1st year students of Manuel Luis QuezonHigh School in terms of gender and average gender.

Gender MaleFemal

eAverag

eA.M

.Frequen

cy 49 60 1.55

Percent 44.95 55.05P.M

.Frequen

cy 47 50 1.52

Percent 48.45 51.55

Total 96 110 1.53

Percentage 46.6 53.4

Base on the table 2, it can be noted that the average gender of 1 st

year students of MLQ high school is 1.53, with 46.6% of the students weremale and 53.4% of the students were female. It can also be seen that the

average gender of students in morning and afternoon session are notsignificantly different from each other with the average gender of morningstudent is 1.55 and for the afternoon student is 1.52.

There is no significant difference between the distribution ofstudents in terms of their gender in the morning and afternoon session ascan be seen in the table. There are more female than male in both of thesessions, with 55.05% in the morning session and 51.55 in the afternoonsession.

TABLE 3: Distribution of 1st year students of Manuel Luis QuezonHigh School in terms of their Class Schedule.

SessionNo. of

RPercen

t

A.M. 109 10.54

P.M. 97 9.38

Total 206 19.92


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Base on the table 3, it can be noted that 19.92% of the populationof the 1st year students were used as the respondents of the study, with10.54% of the respondents were came from the morning session and9.38% of the respondents were came from the afternoon session.

There is no significant difference between the distribution of

students that was used as the respondents of this study in terms of theirsession.

TABLE 4: Distribution of 1st year students of Manuel Luis QuezonHigh School in terms of Grade Point Average (GPA).

Grade1st

Grading2nd

Grading

A.M. Percent 53.47 53.58Averag

e 80.3 81.59

P.M. Percent 46.89 46.42Averag

e 78.51 79.44

TotalAverag

e 79.5 80.63

Base on the table 4, it can be noted that the grade point average of1st year students of MLQ high school in 1st grading is 79.5 and in 2ndgrading is 80.63. It can also be seen that the grade point average ofstudents in morning and afternoon session are not significantly differentfrom each other with the grade point average of morning student in 1stgrading is 80.3 and in 2nd grading is 81.59 and for the afternoon studentin 1st grading is 78.51 and in 2nd grading is 79.44.

There is no significant difference between the distribution ofstudents in terms of grade point average in the morning and afternoonsession as can be seen in the table. Both of the sessions were the samein terms of the level of their academic performance.

TABLE 5: Distribution of 1st year students of Manuel Luis QuezonHigh School in terms of the level of preference in item 1.

Respondents Item 1

Ranking 1 2 3 4 5 6 7 8 9 10A.M

. Frequecy 11 13 8 9 8 7 14 12 6 21Percentag

e 10.09 11.93 7.34 8.26 7.34 6.42 12.84 11.01 5.5 19.2

P.M. Frequecy 12 13 8 13 8 8 8 4 10 13


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Percentage 12.37 13.4 8.25 13.4 8.25 8.25 8.25 4.12 10.31 13.4

Total 23 26 16 22 16 15 22 16 15 34

Percentage 11.29 12.63 7.78 10.68 7.78 7.39 10.68 7.78 7.39 16.6

Table 5 shows that twenty-three out of two hundred six, comprising11.29% of the total population ranked the item as 1. Twenty-six out of twohundred six, comprising 12.63% of the total population ranked the item as2. Sixteen out of two hundred six, comprising 7.78% of the populationranked the item as 3. Twenty-two out of two hundred six, comprising10.68% of the total population ranked the item as 4. Sixteen out of twohundred six, comprising 7.78% of the total population ranked the item as5. Fifteen out of two hundred six, comprising 7.39% of the total populationranked the item as 6. Twenty-two out of two hundred six, comprising10.68% of the total population ranked the item as 7. Sixteen out of twohundred six, comprising 7.78% of the total population ranked the item as8. Fifteen out of two hundred six, comprising 7.39% of the total populationranked the item as 9. And thirty-four out of two hundred six, comprising16.6% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ hisgh school in item 1 is intenselydislike.


Respondents Item 2

Ranking 1 2 3 4 5 6 7 8 9 10A.M


e 13.76 9.17 11.01 8.26 10.09 12.84 8.26 7.35 6.42 12.8

P.M. Frequecy 17 7 11 3 9 10 10 9 9 12Percentag

e 17.53 7.22 11.34 3.09 9.28 10.31 10.31 9.28 9.28 12.3

Total 32 17 23 12 20 24 19 17 16 26

Percentage 15.53 8.25 11.17 5.83 9.71 11.65 9.22 8.25 7.77 12.6

Table 6 shows that thirty-two out of two hundred six, comprising15.53% of the total population ranked the item as 1. Seventeen out of two


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hundred six, comprising 8.25% of the total population ranked the item as2. Twenty-three out of two hundred six, comprising 11.17% of thepopulation ranked the item as 3. Twelve out of two hundred six,comprising 5.83% of the total population ranked the item as 4. Twenty outof two hundred six, comprising 9.71% of the total population ranked theitem as 5. Twenty-four out of two hundred six, comprising 11.65% of thetotal population ranked the item as 6. Nineteen out of two hundred six,comprising 9.22% of the total population ranked the item as 7. Seventeenout of two hundred six, comprising 8.25% of the total population rankedthe item as 8. Sixteen out of two hundred six, comprising 7.77% of thetotal population ranked the item as 9. And twenty-six out of two hundredsix, comprising 12.62% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 2 is mostpreferred.


Respondents Item 3

Ranking 1 2 3 4 5 6 7 8 9 10A.M


e 11.01 8.26 16.51 11.01 12.84 13.76 11.94 9.27 3.47 1.9


e 11.34 11.34 13.4 14.43 11.34 8.25 6.19 12.37 6.19 5.1

Total 23 20 31 26 25 23 19 22 10 7

Percentage 11.17 9.71 15.05 12.62 12.14 11.17 9.22 10.68 4.84 3.

Table 7 shows that twenty-three out of two hundred six, comprising11.17% of the total population ranked the item as 1. Twenty out of twohundred six, comprising 9.71% of the total population ranked the item as2. Thirty-one out of two hundred six, comprising 15.05% of the populationranked the item as 3. Twenty-six out of two hundred six, comprising12.62% of the total population ranked the item as 4. Twenty-five out of twohundred six, comprising 12.14% of the total population ranked the item as5. Twenty-three out of two hundred six, comprising 11.17% of the totalpopulation ranked the item as 6. Nineteen out of two hundred six,comprising 9.22% of the total population ranked the item as 7. Twenty-twoout of two hundred six, comprising 10.68% of the total population rankedthe item as 8. Ten out of two hundred six, comprising 4.84% of the totalpopulation ranked the item as 9. And seven out of two hundred six,comprising 3.4% of the total population ranked the item as 10.


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Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 3 is preferred.

TABLE 8: Distribution of 1st year students of Manuel Luis Quezon High

School in terms of the level of preference in item 4.

Respondents Item 4

Ranking 1 2 3 4 5 6 7 8 9 10A.M


e 5.5 12.84 12.84 13.76 14.68 11.93 6.42 4.59 10.09 7.3


e 5.15 6.19 8.25 15.46 14.43 8.25 16.49 6.19 10.31 9.2

Total 11 20 22 30 30 21 23 11 21 17Percentage 5.34 9.71 10.68 14.56 14.56 10.19 11.17 5.34 10.19 8.2

Table 8 shows that eleven out of two hundred six, comprising5.34% of the total population ranked the item as 1. Twenty out of twohundred six, comprising 9.71% of the total population ranked the item as2. Twenty-two out of two hundred six, comprising 10.68% of thepopulation ranked the item as 3. Thirty out of two hundred six, comprising14.56% of the total population ranked the item as 4. Thirty out of twohundred six, comprising 14.56% of the total population ranked the item as5. Twenty-one out of two hundred six, comprising 10.19% of the total

population ranked the item as 6. Twenty-three out of two hundred six,comprising 11.17% of the total population ranked the item as 7. Eleven outof two hundred six, comprising 5.34% of the total population ranked theitem as 8. Twenty-one out of two hundred six, comprising 10.19% of thetotal population ranked the item as 9. And seventeen out of two hundredsix, comprising 8.26% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 4 is both lesspreferred and least preferred.

TABLE 9: Distribution of 1st year students of Manuel Luis Quezon HighSchool in terms of the level of preference in item 5.

Respondents Item 5

Ranking 1 2 3 4 5 6 7 8 9 10A.M

. Frequecy 3 4 5 12 6 14 16 14 18 17Percentag 2.75 3.67 4.59 11.01 5.5 12.84 14.68 12.84 16.52 15.6


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e


e 3.09 3.09 6.19 8.25 7.22 16.49 14.43 13.4 17.53 10.3

Total 6 7 11 20 13 30 30 27 35 27

Percentage 2.91 3.4 5.34 9.71 6.31 14.56 14.55 13.11 17 13.1

Table 9 shows that six out of two hundred six, comprising 2.91% ofthe total population ranked the item as 1. Seven out of two hundred six,comprising 3.4% of the total population ranked the item as 2. Eleven out oftwo hundred six, comprising 5.34% of the population ranked the item as 3.Twenty out of two hundred six, comprising 9.71% of the total populationranked the item as 4. thirteen out of two hundred six, comprising 6.31% ofthe total population ranked the item as 5. Thirty out of two hundred six,comprising 14.56% of the total population ranked the item as 6. Thirty outof two hundred six, comprising 14.56% of the total population ranked the

item as 7. Twenty-seven out of two hundred six, comprising 13.11% of thetotal population ranked the item as 8. Thirty-five out of two hundred six,comprising 17% of the total population ranked the item as 9. And twenty-seven out of two hundred six, comprising 13.11% of the total populationranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 5 is both notpreferred and least dislike.


Respondents Item 6

Ranking 1 2 3 4 5 6 7 8 9 10A.M. Frequecy 34 18 14 5 6 6 9 9 2 6

Percentage 31.19 16.51 12.84 4.59 5.5 5.5 8.26 8.26 1.85 5.5


e 22.68 14.43 13.4 4.12 3.09 9.28 12.37 11.34 4.12 5.1


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Total 56 32 27 9 9 15 21 20 6 11

Percentage 27.18 15.53 13.11 4.37 4.37 7.28 10.19 9.71 2.91 5.3

Table 10 shows that fifty six out of two hundred six, comprising27.18% of the total population ranked the item as 1. Thirty two out of two

hundred six, comprising 15.53% of the total population ranked the item as2. Twenty-seven out of two hundred six, comprising 13.11% of thepopulation ranked the item as 3. Nine out of two hundred six, comprising4.37% of the total population ranked the item as 4. Nine out of twohundred six, comprising 4.37% of the total population ranked the item as5. Fifteen out of two hundred six, comprising 7.28% of the total populationranked the item as 6. Twenty-one out of two hundred six, comprising10.19% of the total population ranked the item as 7. Twenty out of twohundred six, comprising 9.71% of the total population ranked the item as8. Six out of two hundred six, comprising 2.91% of the total populationranked the item as 9. And Eleven out of two hundred six, comprising5.35% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 6 is mostpreferred.


Respondents Item 7

Ranking 1 2 3 4 5 6 7 8 9 10

A.M. Frequecy 4 3 7 10 15 8 15 15 14 18Percentag

e 3.67 2.75 6.42 9.17 13.76 7.34 13.76 13.76 12.84 16.5


e 4.12 8.25 7.22 12.37 11.34 8.25 13.4 11.34 11.34 12.3

Total 8 11 14 22 26 16 28 26 25 30

Percentage 3.88 5.34 6.8 10.68 12.62 7.77 13.59 12.62 12.14 14.5

Table 11 shows that eight out of two hundred six, comprising 3.88%

of the total population ranked the item as 1. Eleven two out of two hundredsix, comprising 5.34% of the total population ranked the item as 2.Fourteen out of two hundred six, comprising 6.8% of the populationranked the item as 3. Twenty two out of two hundred six, comprising10.68% of the total population ranked the item as 4. Twenty-six out of twohundred six, comprising 12.62% of the total population ranked the item as5. Sixteen out of two hundred six, comprising 7.77% of the total populationranked the item as 6. Twenty-eight out of two hundred six, comprising


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13.59% of the total population ranked the item as 7. Twenty-six out of twohundred six, comprising 12.62% of the total population ranked the item as8. Twenty-five out of two hundred six, comprising 12.14% of the totalpopulation ranked the item as 9. And Thirty out of two hundred six,comprising 14.56% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 7 is intenselydisliked.


Respondents Item 8

Ranking 1 2 3 4 5 6 7 8 9 10A.M

. Frequecy 4 8 11 13 14 12 12 14 12 9Percentage 3.67 7.34 10.09 11.93 12.84 11.01 11.01 12.84 11.01 8.26


e 6.19 7.22 8.25 7.22 12.37 10.31 15.46 11.34 9.28 12.3

Total 10 15 19 20 26 22 27 25 21 21

Percentage 4.85 7.28 9.22 9.71 12.62 10.68 13.11 12.14 10.19 10.1

Table 12 shows that ten out of two hundred six, comprising 4.85%of the total population ranked the item as 1. Fifteen two out of two hundred

six, comprising 7.28% of the total population ranked the item as 2.Nineteen out of two hundred six, comprising 9.22% of the populationranked the item as 3. Twenty out of two hundred six, comprising 9.71% ofthe total population ranked the item as 4. Twenty-six out of two hundredsix, comprising 12.62% of the total population ranked the item as 5.Twenty-two out of two hundred six, comprising 10.68% of the totalpopulation ranked the item as 6. Twenty-seven out of two hundred six,comprising 13.11% of the total population ranked the item as 7. Twenty-five out of two hundred six, comprising 12.14% of the total populationranked the item as 8. Twenty-one out of two hundred six, comprising10.19% of the total population ranked the item as 9. And twenty-one out oftwo hundred six, comprising 10.19% of the total population ranked theitem as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 8 is notpreferred.



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Respondents Item 9

Ranking 1 2 3 4 5 6 7 8 9 10A.M

. Frequecy 10 12 13 18 10 10 9 10 11 6

Percentage 9.17 11.01 11.93 16.51 9.17 9.17 8.26 9.17 10.09 5.5


e 7.22 11.34 10.31 10.31 12.37 10.31 5.15 13.4 9.28 10.3

Total 17 23 23 28 22 20 14 23 20 16

Percentage 8.25 11.173 11.17 13.59 10.68 9.71 6.8 11.17 9.71 7.77

Table 13 shows that seventeen out of two hundred six, comprising8.25% of the total population ranked the item as 1. Twenty-three two outof two hundred six, comprising 11.17% of the total population ranked the

item as 2. Twenty-three out of two hundred six, comprising 11.17% of thepopulation ranked the item as 3. Twenty- eight out of two hundred six,comprising 13.59% of the total population ranked the item as 4. Twenty-two out of two hundred six, comprising 10.68% of the total populationranked the item as 5. Twenty out of two hundred six, comprising 9.71% ofthe total population ranked the item as 6. Fourteen out of two hundred six,comprising 6.8% of the total population ranked the item as 7. Twenty-threeout of two hundred six, comprising 11.17% of the total population rankedthe item as 8. Twenty out of two hundred six, comprising 9.71% of thetotal population ranked the item as 9. And sixteen out of two hundred six,comprising 7.77% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 9 is lesspreferred.

TABLE 14: Distribution of 1st year students of Manuel LuisQuezon High School in terms of the level of preference in item 10.

Respondents Item 10

Ranking 1 2 3 4 5 6 7 8 9 10A.M

. Frequecy 10 19 7 7 8 12 8 10 20 8


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Percentage 9.17 17.43 6.42 6.42 7.34 11.01 7.34 9.17 18.35 7.34


e 10.31 15.46 11.34 11.34 11.34 10.31 2.06 6.19 11.34 10.3

Total 20 34 18 18 19 22 10 16 31 18Percentage 9.71 16.5 8.74 8.74 9.22 10.68 4.85 7.77 15.05 8.74

Table 14 shows that twenty out of two hundred six, comprising9.71% of the total population ranked the item as 1. Thirty-four two out oftwo hundred six, comprising 16.5% of the total population ranked the itemas 2. Eighteen out of two hundred six, comprising 8.74% of the populationranked the item as 3. Eighteen out of two hundred six, comprising 8.74%of the total population ranked the item as 4. Nineteen out of two hundredsix, comprising 9.22% of the total population ranked the item as 5.Twenty-two out of two hundred six, comprising 10.68% of the total

population ranked the item as 6. Ten out of two hundred six, comprising4.85% of the total population ranked the item as 7. Sixteen out of twohundred six, comprising 7.77% of the total population ranked the item as8. Thirty-one out of two hundred six, comprising 15.05% of the totalpopulation ranked the item as 9. And eighteen out of two hundred six,comprising 8.74% of the total population ranked the item as 10.

Base on the interpretation, it shows that the highest level ofpreference of 1st year students of MLQ High School in item 10 is morepreferred.

Chapter 5

Summary, Conclusion and Recommendation

Chapter 5 consists of three parts (1) Summary of the Problems,Method, and Finding, (2) Conclusions, and (3) Recommendations.

Part One, Summary of the Problem, Method, and Findings,discusses the procedure and gives the findings of the study.

Part Two, Conclusions, present the conclusions derived from theresults of the study.

Part Three, Recommendations, presents some suggestions in

terms of findings and conclusions of this study.

Summary

This kind of statistic research provides the profile of the first yearstudents of Manuel Luis Quezon High School in terms of age, gender,class schedule and GPA.


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This research is made to know the level of preference of 1st yearstudent of Manuel Luis Quezon High School in the following leisure timeactivities such as; Hanging out with friends, Having bonding moments withyour family, Listening to radio and other music gadgets, Reading pocketbooks, magazines, comics, etc., Playing guitar, piano, drums, mouthorgan and other instruments, Watching television, Practicing differentdances, Caring animals like cat, dog, fish, birds, etc., Playing computergames, video games, online chatting and Playing sport games.

Also to identify if there is a significant relationship between leisuretime preference and academic achievement

ConclusionBased on the foregoing study, the following conclusions were

drawn:

The age of the first year students of MLQ High School is 13 years

old at most.There are more female than male in both of the sessions.

19.92% of the population of the 1st year students were used as therespondents of the study, with 10.54% of the respondents were came fromthe morning session and 9.38% of the respondents were came from theafternoon session.

The grade point average of morning student in 1st grading is 80.3and in 2nd grading is 81.59 and for the afternoon student in 1st grading is

78.51 and in 2nd grading is 79.44.The level of preference of 1st year student of Manuel Luis Quezon HighSchool in item no. 1 is intensely dislike, in no. 2 is most preferred, in no. 3is preferred, in no. 4 is both less preferred and least preferred, in no. 5 isboth not preferred and least disliked, in no. 6 is most preferred, in no. 7 isintensely disliked, in no. 8 is not preferred, in no. 9 is less preferred and initem no. 10 is more preferred.

Item

Level ofpreference

Ranking

1intenselydisliked 10


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2most

preferred 1

3 preferred 3

4

lesspreferred,lea

st preferred

4&

5

5

notpreferred,lea

st disliked

6&7

6most

preferred 1

7intenselydisliked 10

8 not preferred 6

9 less preferred 4

1

0

more

preferred 2

Recommendation

1. Minimize watching televisions and other gadgets that will distractyou in studying, remember that you still a student watchingtelevisions is just a waste of time than studying. It will make youdumb.

2. A bigger attention for the students to do homework and

assignments that is given by their teachers. Teachers must givetheir students homework and assignments in this instancestudent will not lose their interest on the subject.

3. Have a good attitude towards the subjects you want to learnespecially for those subject that most of students hard to sense.Keep all the hand-outs and notebooks for you to have a helpfulmaterial when you want to review your subject lessons.

4. Stay off AIM, Facebook, and Gmail. Computers and Internet arecommonly use for researching especially for socializing.However, you dont need a computer to study your subjects, andhaving one around will only serve as a distraction. Get rid of this

and stick to the books learn how to use a library.5. Prioritize, Know what is more important. Doing two things or

more in simultaneous way is hard to do. Learn to weight things.6. Balance your time in studying and to your leisure time activities.

It will affect your focus in your lessons adversely. Manage yourtime as possible as you can. Don`t hesitate to reject pleasure forthe sake of your future because after sacrificing it you will gain


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more than you`ll ever know.

7. Form a study group. Try to find study partners whose abilitiescomplement your own so that you can help each other. Have

your regular meeting but let your parents know it first. Studypartner will help motivate you to study. Strive for good grades.8. Parents should help the students to comprehend the lessons that

are hard to understand for them. Let them know the right way oflearning it. Have also the strategy of teaching just like a teacherfor them to catch the lessons easily

9. Parent should also check whether their children has somethingto do with their lessons such as assignments and homework in

doing this, students will develop their study habits.10. Teachers must evaluate their students regularly to let know the

weaknesses their possessed. Student must evaluate their

teacher also for the teacher know what is his/her weaknesses toofor an improvement of learning.11. Teachers must hold an open forum. It is important that the class

has a smooth relationship to each other because they will bemeeting everyone for a long time of learning.

IndicesSurvey Form

Pangalan: Sesyon: A.M. P.M.Pangkat: Edad:

1. Ihanay ang mga sumusunod na gawain ayun sa dalas ng paggawa modito. 1 bilang pinakamadalas mong ginagawa at 10 bilangpinakamadalang mong gianagawa.Gumagala kasama ang barkadaPamamasyal kasama ang pamilyaPakikinig ng radyo at iba pang music gadgetsPagbabasa ng pocket books, magazines, dyaryo, at iba paPagtugtog ng piano, gitara, drums, mouth organ, at iba paPanunuod ng telebisyonPagsasanay ng ibat-ibang sayawPag-aalaga ng hayop tulad ng pusa, aso, isda, ibon,at iba pa

Paglalaro ng isports o larong pampalakasanPaglalaro ng mga computer games, video games, pakikipag-onlinechatting

1. Ibigay ang inyong average grade sa 1st and 2nd quarter.1st quarter ____________2nd quarter ____________


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**Salamat sa pagsagot ng tapat*Proponents

Evaristo, Cedric T.Macapuno, January Jomar B.

Roberto, Edgar M.Surillo, Kenneth G.

Torres, Joven B.Valiente, Christopher B.

FINAL-STAT Whole Chapter

Documents

Transcript of FINAL-STAT Whole Chapter