CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter describes each research statement and the findings obtained through data
analysis. Data was collected following procedures explained in chapter three.
This chapter content the discussion of the tabulated data. It consists of three (3) parts,
namely; (1) Part I – The respondent profile, (2) Part II – The level of stress they are
experiencing, and (3) Part III – The correlation between the level of stress and the academic
performance of the Respondents.
I. Profile of the Respondents
Table 4.1
Frequency and Percentage Distribution of the Respondents According to their Age
Age Frequency Percent
18 - 20 27 33.75
21 - 23 39 48.75
24 - 26 8 10
27 - 29 6 7.5
Total 80 100
Table 1 shows the frequency and percentage distribution of the respondents’ age.
Respondents who are around 21 to 23 years old is the highest percentage of 39 (48.75%). The
second highest is 18 to 20 years old with the percentage of 27 (33.75%)and the third highest is
24 to 26 years old with the percentage of 8 (10%). The remaining is in the percentage of 6
(7.5%) who is from 27 to 29 years old.
As shown by the result, most of the respondents belong to the age bracket 21 to 23 years old.
Some of them are 18 to 20 years old. Few from the respondents have age range of 24 to 29 years
old.
Table 4.2
Frequency and Percentage Distribution of Respondents According to their Gender
Gender Frequency Percent
Male 10 12.5
Female 70 87.5
Total 80 100
Table 4.2 shows the frequency and percentage distribution of the respondents’ gender. As
revealed, out of the 80 total respondents, the female has the most respondents with the
percentage of 70 (87.5) while the male respondents have 10 (12.5).
Table 4.3
Frequency and Percentage Distribution of the Respondent According Family Monthly
Income
Family Monthly Income Frequency Percent
1,000 below 24 30
1,000 – 5,000 32 40
5,000 – 10,000 16 20
10,000 above 8 10
Total 80 100
Table 4.3 reveals that out of 80 respondents, there are 32 or 40% whose Parent’s monthly
income is 1,000 to 5,000, 24 or 30% whose monthly income of 1,000 below, 16 or 20% whose
monthly income of 5,000 to 10,000, and 8 or 10% received a monthly income of 10,000 above
only. This study found out that few (32 or 40%) of the respondent have family monthly income
of 1,000 to 5,000.
Table 4.4
Frequency and Percentage Distribution of the Respondent According their First Semester
Average Grade (AY 2023-2024)
Respondents’ Average Grade Frequency Percent (%)
in First Semester
3.00 and below 0 0
2.00 – 2.99 50 62.5
1.00 – 1.99 30 37.5
Total 80 100
Table 4.4 reveals that there are none (0) or 0% of the respondents has an average grade of
3.00 and below, more than half (50) or 62.5% of the respondents have an average grades in the
first semester of 2.00 to 2.99, and 30 or 37.5% of the respondents have an average grades of 1.00
to 1.99. This implies that majority of the respondents have an average level of grades during the
first semester, AY 2023-2024.
Table 4.5
Mean, Overall Mean and Qualitative Description of the Level of Perceived Stress that the
students are experiencing in terms’ Physical Indicators
Indicators N Mean SD Qualitative Rank
Description
I need time to think or 80 3.2375 0.815107 High 1
understand on how to
make the introduction
of our research study
Sometimes I cannot 80 2.35 0.713345 High 5
understand what my
teacher is trying to say
I am always active 80 2.975 0.826385 High 2
during class hour
I have to bring works 80 2.7625 0.875023 High 4
at home
I participate in class 80 0.775311 High 3
discussion 2.8625
Overall Mean 2.84 High
Scaling:
1.00-1.75 – Fair 1.76-2.50 – Average 2.51-3.25 – High 3.26-4.00 - Very High
Table 4.5 shows the mean score of the respondents’ physical indicator as a level of stress
that the students are experiencing. The data shows that all the respondents chose high which
means that these physical indicators has high level of stress.
Table 4.6
Mean, Overall Mean and Qualitative Description of the Level of Perceived Stress that the
students are experiencing in terms’ Sleep Indicators
Indicator N Mean SD Qualitative Rank
Description
I often sleep late 80 2.875 0.876919 High 1
because of
homework’s and tasks
Overall Mean 2.88 High
Scaling:
1.00-1.75 – Fair 1.76-2.50 – Average 2.51-3.25 – High 3.26-4.00 - Very High
Table 4.6 shows the mean score of the respondents’ sleep indicator as a level of stress
that the students are experiencing. The data reveals that all respondents have high level of stress
with sleep indicator (M=2.88 or Rank 1).
Table 4.7
Mean, Overall Mean and Qualitative Description of the Level of Perceived Stress that the
students are experiencing in terms’ Behavior Indicators
Indicator N Mean SD Qualitative Rank
Description
I read books, journals, 80 2.3375 0.825906 Average 3
or other academic
materials for more than
an hour
I am unable to perform 80 2.2125 0.774495 Average 5
tasks well, as well as I
used to, my judgment is
clouded or not as good
as it was
I read more books to 80 2.7125 0.888659 High 1
enhance my skills
I always raising my 80 2.475 0.913679 Average 2
hand when I have
questions
I use dictionary when 80 3.2875 0.732496 Very High 4
there’s an unfamiliar
word that I encounter
Overall Mean 2.60 High
Scaling:
1.00-1.75 – Fair 1.76-2.50 – Average 2.51-3.25 – High 3.26-4.00 - Very High
Table 4.7 shows means score respondents’ behavior indicators as a level of stress that the
students are experiencing. From the data gathering, it shows that the respondents chose very high
(M=3.2875 or Rank 1) in the first indicator. Few are high (M=2.7125 or Rank 2) and some are
average (M=2.3375 or Rank 3, M=3.2875 or Rank 4 and M=2.2125 or Rank 5), this implies that
these behavior indicators is one of the level of stress that the students are experiencing.
Table 4.8
Mean, Overall Mean and Qualitative Description of the Level of Perceived Stress that the
students are experiencing in terms’ Emotional Indicators
Indicator N Mean SD Qualitative Rank
Description
I am having a hard 80 2.5 0.856841 High 1
time in making a
review of related
literature
I do not pass my 80 1.6 0.850912 Fair 5
quizzes, projects, etc.
I am not that literate 80 2.2 0.973055 Average 3
enough to use the
computer for
academic purposes
like printing and
encoding
I am always late for 80 1.9125 1.021215 Average 4
classes
I agree to do things I 80 2.2875 0.957234 High 2
don’t really want to do
Overall Mean 2.1 Average
Scaling:
1.00-1.75 – Fair 1.76-2.50 – Average 2.51-3.25 – High 3.26-4.00 - Very High
Table 4.8 shows mean score of respondents’ emotional indicators. The data gathering
revealed that most of the respondent chose high (M=2.5 or Rank 1 and M=2.2875 or Rank 2) for
their emotional indicators. But some are average (M=2.2 or Rank 3 and M=1.9125 or Rank 4)
with two of the indicators. Also one indicator chose fair (M=1.6 or Rank 5). This implies that
these emotional indicators have been usually experienced by the students.
Table 4.9
Mean, Overall Mean and Qualitative Description of the Level of Perceived Stress that the
students are experiencing in terms’ Personal Indicators
Indicator N Mean SD Qualitative Rank
Description
I am afraid to ask 80 2.5625 0.88366 High 2
questions
I am shy when it 80 2.4625 1.078486 Average 3
comes to reporting
I always reviewing 80 2.4125 0.80652 Average 4
my lectures every
weekends
I don’t have any time 80 2.0875 0.859699 Average 5
to study because I am
always busy
Frequently have guilty 80 2.65 0.858317 High 1
feeling if I relax and
do nothing
Overall Mean 2.44 Average
Scaling:
1.00-1.75 – Fair 1.76-2.50 – Average 2.51-3.25 – High 3.26-4.00 - Very High
Table 4.9 shows mean score of respondents’ personal indicators. This data gathering
revealed that most of the respondents chose average (M=2.4625 or Rank 3, M= 2.4125 or Rank 4
and M=2.0875 or Rank 5) for their personal indicators. Some chose high (M=2.65 or Rank 1 and
M=2.5625 or Rank 2). Since, the respondents chose average in most of the indicators, this
implies that they usually experience this level of stress in their academic performance.
Table 4.10
Correlation of Respondents’ Level of Stress and Academic Performance
Variables Cramer’s V Significance Value Interpretation
Level of Stress and
.290 .020 (s) Significant
Academic Performance
Level of Significance at α =0.05 0
On the correlation between the respondents’ level of stress and their academic
performance, table above shows significant correlation exists between the two variables (CV
= .290 with SV = .020).
The finding signifies that the null hypotheses were rejected, denoting that there was
indeed a significant relationship among the variables. It further implies that respondents’ level of
stress do influenced their academic performance.
