CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results and Discussion

This chapter presents, analyzes, and interprets the data gathered from 124 senior

high school learners at St. Augustine Catholic School Inc., Dumangas, Iloilo, during

the Academic Year 2025-2026. The results are organized according to the specific

problems of the study, followed by a discussion of the findings.

DESCRIPTIVE ANALYSIS/STATISTICS

Sample Size Determination and Sampling Procedure

Before presenting the statistical results, it is essential to describe how the

researchers arrived at the sample size and distribution of respondents. The total

population consisted of 180 senior high school students enrolled in Grades 11 and

12 under the General Academic Strand (GAS) and Science, Technology, Engineering,

and Mathematics (STEM) tracks. The appropriate sample size was computed using

Slovin’s Formula, applying a 5% margin of error (e = 0.05):

N
n= 2 where: n = sample size N = population size e = margin of error (0.05)
1+ N (e )

1. Population Breakdown

The total population of Grades 11 and 12 GAS and STEM students was as follows:

Grade Level / Mal Femal Tota

Strand e e l

Grade 11 – GAS 37 18 55

Grade 11 – STEM 23 16 39

Grade 12 – GAS 26 15 41
Grade Level / Mal Femal Tota

Strand e e l

Grade 12 – STEM 22 23 45

Total Population 10
72 180
(N) 8

The overall population consisted of 180 students enrolled in the two strands.

2. Application of Slovin’s Formula

Using Slovin's Formula, the computed sample size was therefore 124 respondents.

3. Stratified Random Sampling Allocation

To ensure proportional representation of students across grade levels, strands, and

sex, the study utilized stratified random sampling. The number of participants from

each stratum was computed using the formula:

Nh
n h= ×n where: nₕ = sample size for each subgroup Nₕ = population of each
N

subgroup N = total population (180) n = total sample (124)

Population Proportion (Nₕ ÷

Group Sample (nₕ) Male Female
(Nₕ) 180)

Grade 11 –
55 0.3056 38 26 12
GAS

Grade 11 –
39 0.2167 27 16 11
STEM
 Population Proportion (Nₕ ÷
Group Sample (nₕ) Male Female
(Nₕ) 180)

Grade 12 –
41 0.2278 28 18 10
GAS

Grade 12 –
45 0.2500 31 15 16
STEM

Total 180 — 124 75 49

4. Final Sampling Distribution

Grade/Strand Male Female Total

Grade 11 – GAS 26 12 38

Grade 11 – STEM 16 11 27

Grade 12 – GAS 18 10 28

Grade 12 – STEM 15 16 31

124
Grand Total 75 49
Respondents

The stratified random sampling method ensured that each subgroup was

proportionally represented, improving the validity and reliability of the findings.

Profile of the Respondents

The study involved 124 senior high school learners selected through stratified

random sampling. The demographic profile is as follows:

 Sex: 39.52% Female (49), 60.58% Male (75)

 Grade Level: 52.42% Grade 11 (65), 47.58% Grade 12 (59)

  Strand: 46.77% STEM (58), 53.23% GAS (66)

Data Processing and Statistical Treatment

The data were treated using mean and standard deviation for descriptive analysis

and Pearson Product-Moment Correlation (r) for inferential analysis. The significance

of the correlations was tested using t-tests at α = 0.05.

Data Processing Note: For the Rosenberg Self-Esteem Scale (RSES), the five

negatively worded items (Items 2, 5, 6, 8, and 9) were reverse-scored during data

encoding. This means responses for these items were transformed (1=4, 2=3, 3=2,

4=1) before analysis to ensure that a higher total score consistently reflects higher

self-esteem. All presented self-esteem data are based on these corrected scores.

Problem 1: What is the level of self-esteem among senior high school learners as a

whole and when grouped according to sex, grade level, and strand?

Table 1 Level of Self-Esteem of Senior High School Learners (Overall and by Group)

Standard
Group Category n Mean Descriptive Level
Deviation

Overall 124 2.74 0.39 Moderate

Sex Male 75 2.77 0.41 Moderate

Female 49 2.70 0.37 Moderate

Grade
Grade 11 65 2.71 0.37 Moderate
Level

Grade 12 59 2.78 0.42 Moderate

Strand GAS 66 2.74 0.33 Moderate

 Standard
Group Category n Mean Descriptive Level
Deviation

STEM 58 2.74 0.46 Moderate

Note: 3.26–4.00 High Self-Esteem; 2.51–3.25 Moderate Self-Esteem; 1.76–2.50 Low

Self-Esteem; 1.00–1.75 Very Low Self-Esteem

Interpretation (Problem 1): The data in Table 1 reveal that the overall level of

self-esteem among senior high school learners is Moderate (M=2.74, SD=0.39).

This indicates that, on average, the students have a balanced sense of self-worth.

When grouped, all categories fall within the Moderate level. Notably, STEM

students (SD=0.46) show the greatest variability in self-esteem levels, while GAS

students (SD=0.33) are the most homogeneous group. Male students report a

slightly higher mean self-esteem (M=2.77) than females (M=2.70).

Problem 2: What is the level of academic anxiety among senior high school

learners as a whole and when grouped according to sex, grade level, and strand?

Table 2 Level of Academic Anxiety of Senior High School Learners (Overall and by

Group)

Standard Descriptive
Group Category n Mean Score (ȳ)
Deviation Level

Overall 124 2.75 0.50 Moderate

Sex Male 75 2.61 0.48 Moderate

Female 49 2.97 0.44 Moderate

 Standard Descriptive
Group Category n Mean Score (ȳ)
Deviation Level

Grade
Grade 11 65 2.75 0.49 Moderate
Level

Grade 12 59 2.76 0.51 Moderate

Strand GAS 66 2.77 0.45 Moderate

STEM 58 2.73 0.55 Moderate

Interpretation (Problem 2): As shown in Table 2, the overall level of academic

anxiety among the learners is Moderate (M=2.75, SD=0.50). A key finding is

that female students (M=2.97) report a substantially higher mean anxiety level

than male students (M=2.61). Furthermore, STEM students (SD=0.55) exhibit the

widest variation in their anxiety levels.

INFERENTIAL ANALYSIS/STATISTICS

Problem 3: Is there a significant relationship between self-esteem and academic

anxiety among senior high school learners as a whole and when grouped according

to sex, grade level, and strand?

Table 3 Relationship between Self-Esteem and Academic Anxiety (Overall and by

Group)

Categor Pearson r-
Group n p-value t-value df Interpretation
y value

Significant Weak
Overall 124 -0.339 < 0.001 -3.98 122
Negative Correlation
Significant Weak
Sex Male 75 -0.255 0.026 -2.26 73
Negative Correlation
 Categor Pearson r-
Group n p-value t-value df Interpretation
y value

Significant Moderate
Female 49 -0.478 < 0.001 -3.72 47
Negative Correlation
Grade Grade
65 -0.133 0.290 -1.07 63 Not Significant
Level 11
Grade Significant Moderate
59 -0.536 < 0.001 -4.74 57
12 Negative Correlation
Strand GAS 66 -0.061 0.629 -0.49 64 Not Significant
Significant Moderate
STEM 58 -0.528 < 0.001 -4.61 56
Negative Correlation

Interpretation (Problem 3): The data presented in Table 3 provide a detailed

answer to the third research problem. For the overall sample, a Pearson r-value

of -0.339 was obtained with a p-value of less than 0.001. This indicates

a significant weak negative correlation between self-esteem and academic

anxiety. This means that as a student's self-esteem increases, their academic

anxiety tends to decrease, but the relationship is not strong.

The analysis by subgroup reveals important nuances:

 By Sex: The correlation is significant for both males (r=-0.255, weak) and

females (r=-0.478, moderate). The relationship is notably stronger for female

students.

 By Grade Level: A significant relationship exists only for Grade 12

students (r=-0.536, moderate). For Grade 11, the relationship is not

statistically significant (p=0.290).

 By Strand: A significant relationship exists only for STEM students (r=-

0.528, moderate). For GAS students, the relationship is not statistically

significant (p=0.629).
Decision on the Null Hypothesis

Based on the p-values obtained and using a significance level of α = 0.05, the

following decisions are made regarding the null hypothesis (H₀), which states that

there is no significant relationship between self-esteem and academic anxiety:

 Overall: Since p < 0.001, we reject the null hypothesis. There is

sufficient evidence to conclude a significant relationship exists.

 By Sex:

o Male: Since p = 0.026 (< 0.05), we reject the null hypothesis.

o Female: Since p < 0.001 (< 0.05), we reject the null hypothesis.

 By Grade Level:

o Grade 11: Since p = 0.290 (> 0.05), we fail to reject the null

hypothesis.

o Grade 12: Since p < 0.001 (< 0.05), we reject the null hypothesis.

 By Strand:

o GAS: Since p = 0.629 (> 0.05), we fail to reject the null

hypothesis.

o STEM: Since p < 0.001 (< 0.05), we reject the null hypothesis.

These results lead to the rejection of the null hypothesis for the overall

sample, confirming that a significant inverse relationship exists between self-

esteem and academic anxiety among senior high school learners. However, this

relationship varies significantly in strength and significance across different

subgroups.
Summary of Findings

 The senior high school learners, both as a whole and when grouped by sex,

grade level, and strand, exhibit a Moderate level of self-esteem.

 The senior high school learners, both as a whole and when grouped by sex,

grade level, and strand, exhibit a Moderate level of academic anxiety,

with females reporting notably higher anxiety than males.

 There is a significant weak negative correlation between self-esteem and

academic anxiety among the learners overall. However, this relationship

is stronger and significant for specific subgroups: females, Grade 12

students, and STEM students. It is weak and non-significant for males, Grade

11 students, and GAS students.