Worksheet No.

22
Presentation, Analysis, and Interpretation of Data

Before presenting, analyzing and interpreting your collected data, try to do the following
exercises. Analyze and interpret the data presented.

Table 1
Profile of Teacher-Respondents in Relation to Age and Civil Status

Civil Status
Age Total
Single Married
Bracket
F % F % F %
21 – 30 2 18.18 3 27.27 5 45.45
31 – 40 0 0.00 1 9.10 1 9.10
41 – 50 0 0.00 4 36.36 4 36.36
51 &
0 0.00 1 9.10 1 9.10
above
Total 2 18.18 9 81.82 11 100
Mean Age 26 39 32
Legend: F – Frequency; % - Percentage

Table 1 reveals the teachers’ profile in terms of age and civil status. Out of 11 teacher-
respondents 9 or 81.82 % were married while 2 or 18.18 were single. There were 5 or
45.45 % of the teacher-respondents whose age 21-30, 3 or 27.27 % were married and 2
or 18.18 were single. 4 or 36.36 % of the teacher-respondents were age 41-50 all of
them were married, age 31-40 with 1 or 9.10 % married with 9.10 % and age 51 and
above with 1 or 9.10 %, married.
The findings revealed that the majority of the respondents were age 21-30 and 41-50,
most of them were married.

Table 2
Profile of Teacher-Respondents in Relation to Educational Qualification

Educational Qualifications Frequency Percentage

AB/BS 5 45.45
MA/MS Units 5 45.45
MA/MS Graduate 1 9.10
Total 11 100

Table 2 depicts the profile of teacher-respondents in relation to educational status.

There were 5 or 45.45 % of the teacher-respondents completed AB/BS degree, 5 or
45.45 % with MA/MS units and 1 or 9.10 % was MA/MS Graduate.
The most of the respondents were AB/BS graduate and earned MA/MS units.
Table 3
Profile of Pupil-Respondents in Relation to their Grade in Science

Civil Status
Grade in Total
Single Married
Science
F % F % F %
91 &
1 0.34 2 0.68 3 1.03
above
86 – 90 16 5.52 20 6.89 36 12.41
81 – 85 35 12.10 70 24.14 105 36.21
76 – 80 80 27.58 51 17.59 131 45.17
70 – 75 9 3.10 6 2.10 15 5.17
Total 141 48.62 149 51.38 290 100
Mean
80.13 81.67 81
Grade
Legend: F – Frequency; % - Percentage

Table 3 depicts the profile of the pupil-respondents in relation to their grade in

Science. Out of 290 pupil-respondents 149 or 51.38 % were married and 141 or 48.62 %
were single. 131 or 45.17 % got 76-80 grade in Science 51 or 17.59 % of them were
married and 80 or 27.58 % were single. Followed by 105 or 36.21 % who got 81-85
grade in Science, 70 or 24.14 % of them were married and 35 or 12.10 % of them were
single. 36 or 12.41% got 86-90 % 20 or 6.89 % were married while 16 or 5.52 % were
single. Grade in Science with 70-75 are 15 o5.17 % and 3 or 1.03 % got 91 and above, 2
or 0.68 % of them were married and 1 or 0.34 % was single.
Many of the students obtained 76-80 % grade in Science, some of them were single and
most of them were married.

Table 4
Attitudes of Teachers Towards Science

Weighted Verbal
Attitudes of Teachers
Mean Interpretation
1. I find science activities rewarding and challenging. 4.10 Oftentimes
2. I find science teaching fascinating and a lot of fun. 4.00 Oftentimes
3. I have the desire to discover things around us with 4.27 Always
my pupils.
4. I believe that the accomplishment of pupils on 4.00 Oftentimes
assigned task and projects enhance maximum
learning
5. I feel that developing self-reliance in pupils in the 4.64 Always
manipulation of science materials will develop
higher learning skills.
6. I feel enthusiastic in helping pupils accomplish 4.55 Always
learning activities.
7. I believe that science activities develop skills in 4.82 Always
creative-critical thinking among pupils.
8. I believe that science activities develop the value of 4.64 Always
cooperation among members of the group.
9. I believe that science promotes progress and 4.55 Always
development of the environment.
10. I believe that science provide s pupil knowledge, 4.55 Always
skills
11. I like to read magazines and books, which contains 4.27 Always
issues relevant to science development.
12. I have the interest to attend seminar workshops 3.73 Oftentimes
related to science teaching.
13. I like to attend competitions on division and 3.55 Oftentimes
regional levels involving research.
14. I always emphasize to pupils the importance of 4.36 Always
research work and its output.
15. I encourage pupils with potentials to join in quiz 4.64 Always
bee contests, science fairs and camping activities
for the development skills.
Average Weighted Mean 4.31 Always

The teachers' attitude towards science is presented in Table 4. "Indicator 7 "I believe
that science activities build skills among pupils in creative-critical thinking" was revealed
by the teacher-respondents with a weighted mean of 4.82 and interpreted as "Always”. "I
believe that developing self-reliance in pupils in the handling of science materials will
develop higher learning skills" and indicator 8 "I think that science activities develop the
value of cooperation between group members" both have a weighted average of 4.64 and
are translated as "always." "Indicator 6 "I feel excited about helping students conduct
learning tasks," indicator 9 "I believe that science encourages environmental change and
growth," indicator 10 "I believe that science offers student information, skills," all have a
weighted average of 4.55 and are interpreted as "always”. Indicator 14 "I always
emphasize the significance of research work and its performance to pupils" with a
weighted mean of 4.36 and translated as "Always." Indicator 3 "I want to discover things
with my students around us." and indicator 11 "I want to discover things with my
students around us" both have a weighted average of 4.27 and are interpreted as
"Always." "Indicator 1 "I find satisfying and challenging science tasks that have a
weighted average of 4.10 and are perceived as "often." Indicator 2 "I find science
teaching fascinating and a lot of fun" and indicator 4 "I think the achievement of pupils
on assigned tasks and projects improves maximum learning" has a weighted average of
4.00 and is often translated as "Often." Indicator 11 “I have the interest to attend seminar
workshops related to science teaching” which got a weighted mean of 3.73 and
interpreted as “Oftentimes” and indicator 13 “I like to attend competitions on division
and regional levels involving research” which got a weighted mean of 3.55 and
interpreted as “Oftentimes”. The average weighted mean on the attitude of the teacher-
respondents towards Science was 4.31 and interpreted as “Always”.
The findings revealed that the teachers attitude towards science found “Always” in
which attained an average weighted mean of 4.31.

Table 5.1
Correlation Between the Attitudes of the of Teacher’s Respondents and Pupil’s
Performance in Science

Computed
Indicators Mean Pearson r Decision Remarks
t- Value

Teachers’
4.31 0.93
Attitude Reject Null
Hypothesi
9.445 Significant
s
Pupils’ Very High (Ho)
4.21
Performance Relationship

t-Computed Value at 0.05 Level of Significance ()= 1.981

Table 5.1 presents the correlation between the attitudes of the teacher-respondents and pupils’
performance in Science. There is significant relationship on the attitudes of the teachers since the
computed value 9.445 is greater that the Pearson r 0.93, hypothesis rejected.
Hypothesis on the attitude of the teachers and pupils’ performance in Science was significant,
hypothesis rejected.

Table 5.2
Correlation Between the Attitudes of the of Teacher’s Respondents and Pupil’s
Performance in Science

Computed
Indicators Mean Pearson r Decision Remarks
t- Value

Pupils’
3.88 0.58
Attitude Reject Null
Hypothesi
2.657 Significant
s
Pupils’ Moderate (Ho)
3.79
Performance Relationship

t-Computed Value at 0.05 Level of Significance ()= 1.981

Table 5.2 shows the correlation between the attitudes of the pupils and pupils’ performance in
Science. There is a significant relationship on the attitude of the pupils with computed t-value of 2.657
is greater than the Pearson r of 0.58, hypothesis rejected.
Hypothesis on the attitudes of pupils and pupils’ performance in science were significant, therefore
hypothesis rejected.

Worksheet No. 22
Summary, Conclusion, and Recommendation

From Worksheet No. 21, you are now ready to summarize the problem, salient
findings, formulate conclusions, and offer recommendations.

Summary of the Problem

The study sought to answer the following problems:

1. What is the profile of the respondents in terms of age and civil status?
2. What is the highest educational attainment of the teacher-respondents?
3. How may the teachers’ attitude towards Science be described?
4. Is there a significant relationship between the attitudes of the of teacher’s respondents and pupil’s
performance in science?
5. Is there a significant relationship between the attitudes of the of pupils-respondents and pupil’s
performance in science?

Summary of Findings

The respondents were 21-30 years of age, and most of them were married. AB/BS and MS/MS unit
degree holders were teacher-respondents. There is a high correlation between the profile and grade
of the pupils in science, as those who are married pupils in science have a grade of 81-85. "Always"
was found by the teacher's attitude towards science to believe that science activities establish the
importance of collaboration between scientists. The teacher’s attitude towards Science found
“Always” believe that science activities develop the value of cooperation among members of the
group and believe that science activities develop skills in creative-critical thinking among pupils. There
is a significant relationship on the teachers’ attitude and pupils’ performance in Science; the
computed t-value of 9.445 is greater than the Pearson r of 0.983 null hypothesis rejected.

Conclusions

Most of the respondents were married and young. Teacher-respondents of bachelor's and master's
degrees. There is a high connection between the civil status of pupils and the degree of science.
Teacher-respondents often have a constructive outlook to science. There is an important link,
hypothesis dismissed, between the attitude of the teacher and the success of pupils in science.

Recommendations

In terms of accepting the changes, teachers should extend their support to students, no matter
what profile they have. Teachers must participate in professional development, enroll and complete a
postgraduate degree. For the good of learners, educators can continue to find ways of improving
creative teaching methodologies. To inspire learners, they should have a teaching form.