CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results, analysis and interpretation of data after
performing the experimentation process. The data gathered is represented in tabular
and textual form with the aid of statistical treatment for analysis and interpretation
purposes.
PROBLEM [Link] is the demographic profile of the respondents according to:
1.1. Frequency and Distribution of the Respondents’ Age
Age Frequency Percentage Rank
Below -18 3 6% 3
19-20 15 30% 2
21-22 31 62% 1
23-24 1 2% 4
Above-25 0 0 5
Total 50 100%
As the table and figure 1, illustrates the frequency and percentage distribution of
the regarding the Respondents' Demographic Profile by Age. The respondents of the
research is the students from Rizal Technological University-Boni Campus, from 1st to
4th year Financial Management , with an average age of 21-22 years old, led the overall
sample with a frequency of 31 and a percentage of 62 percent of the total responses.
19-20 years old will be tracked, with a frequency of 15 and a proportion of 30 percent.
The age group of 18 years and under has a frequency of 3 and a percentage of 6%.
Age 23-24 is ranked fourth, with the lowest frequency of 1 and a percentage of 2%.
While there is no frequency in people above the age of 25, there is no frequency in
population over the age of 25.
1.2. Frequency and Distribution of the Respondents’ Sex
SEX FREQUENCY PERCENT
Female 42 84%
Male 8 16%
TOTAL 50 100%
The table 2 shows the frequency and distribution of the respondents with regard
to their sex. The respondents are all Financial Management students of Rizal
Technological University in Boni Campus. The highest frequency of respondents is from
female with Forty-two (42) frequency which is eighty- four percent (84%) of total
respondents. While on the other hand, male with eight (8) frequency which is sixteen
percent (16%) of total respondents.
During the COVID-19 epidemic, there has been an increase in the number of
online learners with a variety of demographic backgrounds, including gender. Most of
the students from financial management are female. Females could achieve higher
learning outcomes than males because they were more persistent and committed than
males (Richardson & Woodley, 2003). Females had stronger self-regulation than males,
which also led to their significantly more positive online learning outcomes than males
(Alghamdi et al., 2020). Moreover, the data shows that there is a small number of
respondents in male student in financial management.
1.3. Frequency and Distribution of the Respondents’ Academic Year Level
Year Level Frequency Percentage
1st Year 8 16%
2nd Year 6 12%
3rd Year 16 32%
4th Year 20 40%
TOTAL 50 100%
The table 3 shows the frequency and distribution of the respondents with regard
to their academic year level. The respondents are all Financial Management students of
Rizal Technological University in Boni Campus. The highest frequency of respondents
is from 4th year students with a twenty (20) frequency which is forty percent (40%) of
total respondents. The second to the highest is from 3rd year students with a sixteen
(16) frequency which is thirty-two percent (32%) of total respondents. Next is 1 st year
with eight (8) frequency and a percentage of sixteen percent (16%) of total respondents.
And the lowest number of respondents is from 2 nd year students with a six (6) frequency
and a twelve percent (12%) of total respondents.
Most of the students are from 4th year and 3rd year because they don’t
want to regret if they decided to take a gap in their studies since there’s only a year or
two prior to their graduation. Moreover, the data shows that there is a small number of
respondents from 1st and 2nd year students because there is a pandemic and they’re
worried about not getting the same type of on-campus experience that they wanted
(Hess, 2020).
1.3. Frequency and Distribution of the Respondents’ Location
Location Frequency Percentage
Inside NCR 38 76%
Outside NCR 12 24%
Total 50 100%
The table 4 shows the frequency and distribution of the respondents with regard
to their Location. The respondents are all Financial Management students of Rizal
Technological University in Boni-Campus. The highest frequency of respondents are
Students from Inside NCR with thirty-eight (38) frequency which is Seventy-six percent
(76%) of total respondents. And the lowest number of respondents are students from
outside NCR with Twelve (12) frequency which is Twenty-four percent (24%) of total
respondents
PROBLEM 2. What are the possible factors that affect mental health in online class set
up?
2.1. Deadlines Perceived by the Respondents
ITEMS Weighted Mean Verbal
Interpretation
1. The students’ mental health suffers 4.20 Agree
when it comes to submitting work for
activities due to the pressure brought on
by the deadline.
2. To avoid late submissions, students 4.68 Strongly Agree
should keep a time management table on
their phone, laptop, or other gadgets, or
on a piece of poster board, listing all
assessments and upcoming activities.
3. To complete all of the requirements on 3.82 Agree
time, the student must have at least two
gadgets.
4. Students should make a note of the 4.52 Strongly Agree
date of submission to avoid any
circumstances that may have an impact
on their mental health
5. When it comes to meeting deadlines, 4.48 Strongly Agree
students must have a plan in place, such
as submitting requirements one day
before the deadline.
Overall Mean 4.37 Strongly Agree
2.2. Internet connection perceived by the respondents
Items Weighted mean Verbal Interpretation
1. I live in secluded place 3.16 Undecided
with poor internet
connection
2. My data/internet 3.48 Agree
connection is not stable
3. The ever-changing 4.56 Strongly agree
weather affect internet
connection
4. Internet provider delia 4.1 Agree
noun sing of internet
outage
5. Poor / slow internet 3.92 Agree
connectivity of the internet
provider
TOTAL 3.84 Agree
In the table above shows the respondents Agree that the internet connection is
one of the factors that affect mental health in online class set-up during covid-19
pandemic. On item number 1 the respondents is undecided on I live in secluded place
with poor internet connection. Being an archipelago comprised of over 7,000 islands
whose topography is mostly mountainous, the Philippines can pose a challenge to
mobile network operators looking to expand into its rural regions. Infrastructure
development aside, the remoteness of some of the rural areas makes it difficult to even
maintain a reliable network in those places, stated by Nedescu (2019). On item number
2 the respondents agree on my data/ internet connection is not stable. According to
Michigan state university slow internet connection or limited access from homes in rural
areas can contribute to students of all behind academically. The educational setbacks
can have significant impacts on academic success, college admissions and career
opportunities. While on the item number 3, with highest weighted mean of 4.56, the
respondents strongly agree that the ever-changing weather affect the internet
connection. According to Iscrupe (2020), a poor internet connection on a bad weather
day is probably due to high-traffic volume not because of the weather itself. When more
people are stuck at home, they are more likely to be online, entertaining themselves by
surfing, streaming and gaming. On the on the 4 th item, the respondents agree on
internet provider delay announcing of internet outage affect to mental health of the
students. Specially if while some students are taking up test and when the outage
happened. For the last item the respondents agree to for slow internet connectivity of
the internet provider. According to Natividad (2021), there are many factors that
contribute to the inadequate internet services in the country, particularly the lack of
competition in the industry. Right now, two companies are basically running the
telecommunications scene Globe Telecom and the Philippine Long Distance Telephone
Company (PLDT) both owned by powerful and long-established conglomerates. There
are smaller players, but they only offer fixed broadband plans and not mobile internet.
Because competition is limited, experts say that there’s little incentive for these
companies to improve infrastructure and services.
2.3. Financial Situation Perceived by the Respondents
Weighted Verbal
ITEMS
Mean Interpretation
1. My family insist to provide my 4.16 Agree
financial needs for educational purposes
2. I would apply for the scholarship 4.54 Strongly
from my school if they offered it. Agree
3. Because of the pandemic 3.78 Agree
situation. I feel like I will never have the
things I want in my life.
4. I am concerned that the money I 4.18 Agree
have or will save won’t last.
5. I worry about having not enough 3.76 Agree
money to pay for school.
Overall Mean 4.08 Agree
The table shows the respondent’s perception of the financial situation as one of
the factors that affect the mental health of the students amidst the COVID-19 pandemic.
On item 1, the respondents “agree” that their family insists to provide my financial needs
for educational purposes. As stated in Presidential Decree No. 603 – Article 3 – Section
10, every child has the right to the care, assistance, and protection of the State,
particularly when his parents or guardians fail or are unable to provide him with his
fundamental needs for growth, development, and improvement. In other words, the
parents are obliged to support their child’s basic needs – like food, shelter, education,
healthcare, security, etc. On item 2, the respondents are “strongly agree” that they are
willing to apply for the scholarship from their school if they offered it. According to
[Link] (2021), 65% of college students use the scholarship to help cover
costs. Moreover, scholarships provide financial support for students to help pay for a
college degree. These funds enable students to obtain the education they may not have
access to otherwise. On item 3, respondents “agree” that because of the pandemic
situation, they feel like they will never have the things they want in their lives. When the
pandemic started, the consumer priorities have become centered on the most basic
needs, sending demand for hygiene, cleaning, and staples products soaring, while non-
essential categories slumped (Accenture, 2020). On item 4, the respondents “agree”
that they are concerned that the money they have or saved won’t last. According to
Rowan (2021), people used their emergency funds during the pandemic, 73.3% of 3700
respondents spent half or more of their savings. On the last item, the respondents
“agree” that they worry about having not enough money to pay for school. According to
Tsurugano et. al (2021), nearly half of working students have lost their jobs during the
pandemic which has affected their lives, studies, and health.
The respondents “agree” that financial situation is one of the factors that affect
their mental health amidst the COVID-19 pandemic. Due to the COVID-19 pandemic,
many businesses closed their establishment causing people to lose their jobs and can’t
be able to provide for their financial needs (International Labour Organization, 2020). If
their parent(s) or other members of their family have lost jobs or income due to
closures, the student may feel even more stress over losing their ability to contribute to
the family’s financial situation (Kreitz, 2019).
PROBLEM 3. What are the aspects that give a high negative impact in the mental
health of students during the pandemic?
Weighted Verbal
ITEMS
Mean Interpretation
1. Difficulty in concentrating. 3.26 Severe
2. Disruption to sleeping pattern. 3.20 Moderate
3. Increased social isolation 3.02 Moderate
4. Increased class workload. 3.40 Severe
5. Disruption to eating pattern. 2.82 Moderate
6. Financial Difficulties. 2.80 Moderate
7. Changes in living environment. 2.98 Moderate
8. Concerns on academic performance 3.40 Severe
9. Concern on health 3.50 Severe
10. Depressive thoughts 3.08 Moderate
Overall Mean 3.15 Moderate
The table shows the Different Negative Impacts of online class set-up that affects
the mental health of the students amidst COVID-19 pandemic. On item 1, the
respondents have a “severe” impact in terms of having difficulty in concentrating during
online class. On item 2, the Online class set-up gives “Moderate’ impact in respondent’s
disruption to sleeping pattern. On item 3, online class have “Moderate” impact to
respondents due to the increase of social isolation. On item 4, there is a “severe” impact
to the respondents where in there is an increase in class workload. On item 5, The
respondents have “Moderate” impact in online class because of disruption to eating
pattern. On item 6, Online class have “Moderate” impact to students because of
Financial difficulties. On item 7, the respondents have “Moderate” impact in changes in
living environment. On item 8, there is a “Severe” impact in concern with academic
performance to the respondents. On item 9, the respondent have a “Severe” impact in
terms of concern in health, and on the Last item, the respondents have a “Moderate”
impact in having a depressive thoughts.
REFERENCES:
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face
classroom multitasking and academic performance: Moderated mediation with self-
efficacy for self-regulated learning and gender. Computers in Human Behavior, 102,
214–222. [Link]
Accenture. (2020). COVID-19: How consumer behavior will be changed. Retrieved
November 23, 2021, from [Link] website: [Link]
en/insights/consumer-goods-services/coronavirus-consumer-behavior-research
David Nedescu. (2019). In the Philippines, the urban-rural 4G Availability divide varies
by region. Retrived November 24, 2021, from [Link] website:
[Link]
availability-divide-varies-by-region
Hess, A. (2020). Some students are considering dropping out of college because of
coronavirus. Retrieved November 23, 2021, from CNBC website:
[Link]
[Link]
International Labour Organization. (2020). The impact of the COVID-19 pandemic on
jobs and incomes in G20 economies. Retrieved from
[Link]
cabinet/documents/publication/wcms_756331.pdf
Kreitz, M. (2019). The Impact of COVID-19 on high school students – Child &
Adolescent Behavioral Health. Retrieved November 23, 2021, from
[Link] website: [Link]
covid-19-on-high-school-students/
Lisa Iscrupe. (2020). How the weather affects your internet. Retrived November 24,
2021, from allconnect website: [Link]
internet-problems
Michigan state university. (2020). Poor Internet connection leaves rural students behind.
Retrieve November 24,2021, from Michigan State University website
[Link]
behind
[Link]. (2021). 9 Reasons Why are Scholarships Important for Companies.
Retrieved November 23, 2021, from [Link] website:
[Link]
__cf_chl_jschl_tk__=cs5vv_3FzQ1IxoYTIpCwtjol1kZJEQyzfdLrnFdTwxU-1637664602-
0-gaNycGzNCL0
Richardson, J. T., & Woodley, A. (2003). Another look at the role of age, gender and
subject as predictors of academic attainment in higher education. Studies in Higher
Education, 28(4), 475–493
Rowan, L. (2021). Here’s How The Pandemic Shattered The Emergency Savings Rule
Of Thumb. Forbes. Retrieved from [Link]
finance/emergency-fund-survey/
Tsurugano, et. al (2021). Impact of the COVID‐19 pandemic on working students:
Results from the Labour Force Survey and the student lifestyle survey. Journal of
Occupational Health, 63(1). [Link]