Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyse and interprets the data gathered from the

respondents of the study. The chapter was divided into three namely:

demographic profile of the respondents, Descriptive Statistics of the Items

relating to the Objectives includes: ICT resources available, ICT skills, problems

encountered, extent ICT resource used, and test of significance.

Demographic Profile of the Respondents

This section generally presents n the profile of the respondent like age

and gender.

Age and Gender Profile. The bar graph presents the age and the gender

profile of the respondents in the Camotes National High School.

Figure 1

Demographic Profile of the Respondents

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
15 16 17 18

Male Female
 The bar graph shows that most of the Grade 10 students enrolled were

males and only few are females. It shows also that majority of the respondents

are on the age of 16, followed by 15 years old. Only a small number were on the

age of 17 and 18. This implies that most of the Grade 10 students enrolled were

male and most of them are on the age of 16.

Descriptive Statistics of the Items Relating to the Objectives

This section, descriptions of respondents’ opinion per items of the

questionnaire relating to the objectives of the study were presented.

Respondents were requested to react to the items by checking the option that

best described their opinion on a scale ranging from Not Available to Available,

Very Poor to Very Good, Always to Never, Every day to Never and Strongly

Disagree to Strongly Agree.

Availability of ICT Resources

Several items in the questionnaire were presented to the respondents to rate

their availability and the findings are shown below.

Figure 2

Frequency of the Availability of ICT

Resources

Printer

Internet

Computer

Cellphones/Smartphones

Laptop

0% 20% 40% 60% 80% 100%

Not Available Fairly Available Available

 Table 1

ICT Resources Weighted Standard Description

Mean Deviation Interpretation
Laptop 2.4 0.59 Available
Cellphones/Smartphones 2.87 0.19 Available
Computer 2.83 0.29 Available
Internet 2.73 0.27 Available
Printer 2.63 0.52 Available
Average Weighted Mean 2.69 Available

As seen in the bar graph, majority of the respondents responded that

Laptops are available for their learning. Some asserted that laptops are fairly

available while only small number of respondents affirmed that laptops are not

available for their learning. The above findings tell that the laptop have been

available for their learning.

It also revealed that majority of the respondents confirmed that

Cellphones/Smartphones are available for their learning. Few of them stated that

it was fairly available while only small number of respondents said

Cellphones/Smartphones are not available. During the process of data collection,

the researcher saw most of the respondent using cellphones/smartphones for

their learning.

It also revealed that most of the respondents agreed that computer was

available for their learning. Some of them consented that it was not available

while only few of them stated that it was fairly available. The above findings tell

that computer have been available for their learning. It showed great help to the

students to access new and different types of information.

 It further showed that the majority of the respondents responded that

Internet connectivity was available for their learning. Few of them asserted that it

was fairly available while small number of them said that it was not available. The

findings tell that Internet have been available for their learning.

Majority of the respondents confirmed that printer was available for their

learning. Some stated that it was not available while few of them affirmed that it

was fairly available.

The table showed the availability of ICT Resources with its weighted mean, its

descriptive interpretation and standard deviation. Cellphones/Smartphones got

the lowest in the standard deviation and highest on its weighted mean with a

description interpretation of Available. Followed by the Computer, Internet and

Printer with a description interpretation of Available respectively. Laptop got

highest in the standard deviation and lowest on its weighted mean with a

description interpretation of Available. The average weighted mean of availability

of ICT Resources got the description interpretation of Available.

User-Ability of ICT Resources

Respondents were requested to rate their knowledge and skills in the various

ICT tools. In bar graph, their responses are summarized.

 Figure 3

Frequency of the User -ability of ICT Resources

Pnotoshop 2 6 9 8 5

Browsing at Internet 0 2 1 5 22

.
MS Powerpoint 2 2 5 11 10

Ms Excel 1 2 10 11 6

MS Word 1 2 1 17 9

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Poor Poor Fair Good Very Good

Table 2
ICT Skills Weighted Standard Description
Mean Deviation Interpretation
MS Word 4.03 0.93 Good
MS Excel 3.63 0.99 Good
MS PowerPoint 3.83 1.49 Good
Browsing at Internet 4.57 0.74 Very Good
Photoshop 3.27 1.37 Good
Average weighted mean 3.86 Good

The bar graph show that majority of the respondents emphasized that

their skill to use MS Word is good. In the same vein, some respondents claimed

that their skills were very good whereas another rated their skills as fair. While

few number of respondents rated their skills as being poor and very poor

respectively in using MS Word. The finding reveals that the student’s capabilities

to use MS Word for their academic purposes like preparation of course work is

relatively good which suggest ICT can influence learning

 The bar graph recorded only small number of respondents who envisaged

their skills to use MS Excel as very good together with the few of them who rated

their skills as fair. Majority of the respondents rated their skills of using MS Excel

as good. While some rated their skills as poor and few of them rated as very

poor. Some of the students revealed that the content taught to them is very

shallow.

The findings obtained from the bar graph above, show that some of them

agreed that the student’s skills to use MS PowerPoint in performing learning task

were very good. Some agreed that their skills were only fair. On the other hand, a

big number of the respondents believed that their skills to use MS PowerPoint in

performing learning task were good. Few of them rated their skills as poor and

very poor in using MS PowerPoint.

Bar graph, recorded 0 respondents who agreed that their skills in browsing

at Internet were very poor. A small number of the respondents said were poor.

Some of them rated their skills as fair and good. Majority of the respondents

agreed that their skills in browsing at Internet were very good. The above finding

is indicative that the students rate their skills in browsing at Internet highly and

thus should be capable of collaborating with fellow students.

Results from bar graph further reveal that most of the respondents said

their skills to use photoshop were fair. Some of them said their skills to use

photoshop were good and poor. On the other hand, a small number of

respondents affirmed that their skills were very good and very poor.
 The table showed ICT Skills with its weighted mean, its descriptive

interpretation and standard deviation. Browsing at Internet got the lowest in the

standard deviation and highest on its weighted mean with a description

interpretation of Very Good. Next was the MS Word, MS PowerPoint and MS

Excel with a description interpretation of Good respectively. Photoshop got the

highest in the standard deviation and lowest on its weighted mean with a

description interpretation of Good. The average weighted mean of the user-ability

of ICT Resources got the description interpretation of Good.

Frequency of the Problems Encountered by the Students while using the

ICT

Respondents were asked how often they encountered the following problems

while using the ICT and the results are given in the bar graph.
Figure 4
Frequency of the Problems Encountered

Computer Virus Threat

Lack of Software Application

Lack of Access to Internet

Poor working condition

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Always Sometimes Never

 Table 3
ICT Problems Weighted Standard Description
Mean Deviation Interpretation
Poor working condition 1.8 0.17 Sometimes
Lack of Access to Internet 1.77 0.19 Sometimes
Lack of Software Application 1.57 0.27 Sometimes
Computer Virus Threat 1.6 0.32 Sometimes
Average Weighted Mean 1.67 Sometimes

The bar graph shows that none of the respondents said that they always

encountered the poor working condition problem and some confirmed that they

never encountered the poor working condition problem. Majority of the

respondents responded that they sometimes encountered that problem.

From the bar graph, majority of the respondents reveals that they

sometimes encountered the lack of access to Internet problem. Some of the

respondents supported that they never encountered that problem and none of

the respondents said that they always encountered the lack of access to Internet

problem.

As seen in the bar graph, none of the respondents said that they always

encountered the lack of software applications. Few of them stated that they never

encountered the lack of software applications and the majority of the respondents

agreed that they sometimes encountered the lack of software applications.

Results from graph indicates that some of the respondents claimed that

they never encountered the computer virus threat problem. A small number of

the respondents consented that they always encountered the computer virus
threat problem. Majority of the respondents said that sometimes they

encountered the computer virus threat problem.

The table showed ICT problems encountered by the students with its

weighted mean, its descriptive interpretation and standard deviation. Poor

working condition got the lowest in the standard deviation and highest on its

weighted mean with a description interpretation of Sometimes. Next was the lack

of Access to Internet and Computer Virus Threat with a description interpretation

of Sometimes respectively. Lack of Software Applications got the highest in the

standard deviation and lowest on its weighted mean with a description

interpretation of Sometimes. The average weighted mean of the ICT problems

encountered by the students got the description interpretation of Sometimes.

Frequency of the Usage of ICT Resources

The respondents were asked to rate how often they use the ICT resources for

their learning and bar graph shows their response.

Figure 5

Usage of ICT

Never 0

Few times a year 1

once/Twice a month 2

At least once a week 4

Everyday 23

0 5 10 15 20 25
 From the bar graph, majority of the respondents responded that every day

they are using the ICT resources. Some of them said that they been using ICT

resources at least once a week and once/twice a month. A small number of

respondents stated that few times a year and none of the affirmed that they been

using ICT resources never at all.

General Point Average of the Respondents

The respondents were requested to check their General Point Average on

their academic performance. The results were shown in bar graph.

Figure 6

General Point Average

75-80%

80-85%

85-90%

90-100%

0 2 4 6 8 10 12 14 16

Bar graph spells out very few of the respondents said that their general

point of average was on the range of 75-80%. Again a small number of the

respondents consented that their general point of average was on the range of

80-85%. At least some of the respondents confirmed that their general point of
average was on the range of 85-90%. Majority of the respondents stated that

their general point of average was on the range of 90-100%

Respondents by Opinion on Performance of Learning Tasks

Responses were asked to give their judgment on the different tasks and

below is the summary of their responses

Figure 7

Question #8

Question #7

Question #6

Question #5

Question #4

Question #3

Question #2

Question #1

0% 20% 40% 60% 80% 100%

Strongly Disagree Disagree Don't Know Agree Strongly Agree

 Table 4

Learning Task Weighted Standard Description

Mean Deviation Interpretation
Use the computer to 4.23 1.43 Strongly Agree
complete project / report
Own learning using 3.67 1.54 Agree
computer and Internet
Use the computer to type 3.67 1.61 Agree
course work and
assignment
Apply what has been 4.23 1.01 Strongly Agree
learned to the real world
situation
ICT improves 3.9 1.13 Agree
organizational skills
Helps in developing 3.9 1.27 Agree
interest in the learning
content
Use computer/ Internet to 4.17 1.39 Agree
look for information
Use Internet to collaborate 3.9 1.47 Agree
with others
Average Weighted Mean 3.93 Agree

Bar graph shows that students have a very positive attitude towards

information technology. The respondents use computers to complete projects

and reports to which a majority strongly agreed, while about some of the

respondents agreed that they use computer to complete projects and reports.

Both none of the respondents said that they disagree and don’t know

respectively on their use of complete projects and reports. A small number of the

respondents were strongly disagreeing. The finding implies that the students

were putting enough effort to use computers in their learning process.

From bar graph, it can be noticed further that at least some of the

respondents strongly agreed to own learning using computer and internet. A

majority of respondents agreed to own learning using computers. They are willing

to use computers as a supplement to other teaching activities. About few

numbers of the respondents disagreed and strongly disagreed to using

computers and internet for own learning. A small number of the respondents said

don’t know. The above findings suggest that ICT offers tools of thinking more

deeply, pursuing curiosity and exploring and expanding intelligence as students

build mental models with which they can visualize connection between ideas of

any topic. These finding is consistent with Bataineh and Baniabdelrahman (2005)

who pointed out that computers can be used as supplement but cannot fully

replace the teacher’s job.

Bar graph also reveals that majority use the computer to type course work

and assignment as of the respondents agreed and some strongly agreed. About

few of them confirmed that they don’t know, disagree and strongly disagree

respectively in using the computer to type course work and assignment.

As seen in the bar graph, majority of the respondent agreed that they

apply what has been learnt to the real-world situation. About some of them said

that they strongly agreed while a small number of the respondents strongly

disagree. None of the respondents don’t know and disagree that they apply what

has been learnt to the real-world situation.

Bar graph further reveals that majority of the respondents agreed that ICT

improve student’s organizational skills. Some of them strongly agreed while a

small number don’t know. Few of them strongly disagreed and none of the

respondents disagree that ICT improves student’s organizational skills.

Bar graph reveals that majority of the respondents agreed that it helps in

developing interest in the learning content. In the same vein, some of the

respondents strongly agreed and don’t know. While few of the respondents said

that they disagree and strongly disagree respectively that it helps in developing

interest in the learning content.

Bar graph, recorded that only some of the respondents agreed and

strongly disagree that they use computer / Internet to look for information.

Majority of the respondents strongly agreed that they use computer / Internet to

look for information. Both none of the respondents said that they disagree and

don’t know that they use computer / Internet to look for information.

Bar graph also reveals that majority of the respondent’s agreed that they

use internet to collaborate with others. About some of them strongly agreed while

small number of them strongly disagree and disagree respectively to using

internet to collaborate with others. About few of the respondents don’t know. The

findings imply that the students have the ability and work co-operatively with

others and apply variety of skills to communicate with and understand others.

This is supported by the fact that the clusters of students working together on

computers learn more than individual students working alone (Ames, 1999).

The table showed learning task with its weighted mean, its descriptive

interpretation and standard deviation. Question #4 and #1 got the highest

weighted mean with a description interpretation of Strongly Agree. Next was the

Question #7, #8, #6 and #5 with a description interpretation of Agree

respectively. Question #2 and #3 got its lowest weighted mean with a description

interpretation of Agree. Question #3 got the highest standard deviation and

Question #4 got the lowest. The average weighted mean of the opinion of the

respondents in the learning task got the description interpretation of Agree.

Respondents by opinion on the improvements of ICT

The respondents were asked to give their views on the improvement of

ICT. The results shown in the bar graph.

Figure 8

No

Yes

Is ICT needs Improvements?

0 5 10 15 20 25

Findings in the bar graph show that most of the respondents said that ICT

needs improvement while only some of them stated No. This is implied that

majority of the respondents said that the ICT needs improvements.

Suggestion of the ICT Improvement

The respondents were requested to number according to the degree of

importance.
Figure 9

Most Important

More Important

Important

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ICT Skills ICT Resources ICT Facilities

Table 5

ICT Improvements Weighted Standard Description

Mean Deviation Interpretation

ICT Skills 1.83 0.76 More Important

ICT Resources 1.8 0.23 More Important

ICT Facilities 2.3 0.86 Important

Average Weighted Mean 1.9 More Important

From the bar graph, majority of the respondents in the Improvement of

ICT Skills rated most important. About some of the respondents in the
Improvement of ICT Skills rated more important while only a small number of the

respondents in the Improvement of ICT Skills rated important.

In bar graph, majority of the respondents in the Improvement of ICT

Resources rated more important. About some of the respondents in the

Improvement of ICT Resources rated most important. And few of the

respondents in the Improvement of ICT Resources rated important.

The Table 9 further reveals that majority of the respondents in the

Improvement of ICT Facilities rated important while some of the respondents in

the Improvement of ICT Facilities rated most important. A small number of the

respondents in the Improvement of ICT Facilities rated more important.

These implies that the respondents suggest that the first improvement that

really needs importance was the ICT Skills, second was the ICT Resources and

lastly was the ICT Facilities.

The table showed the degree of importance in the ICT Improvements with

its weighted mean, its descriptive interpretation and standard deviation. The ICT

Resources got the lowest in the standard deviation and highest on its weighted

mean with a description interpretation of more important. Next was the ICT Skills

with a descriptive interpretation of more important. ICT Facilities got the highest

in the standard deviation and lowest on its weighted mean with a description

interpretation of Important. The average weighted mean of the degree of

importance in the ICT Improvements got the description interpretation of more

important.
Test of the Hypothesis

To test the hypothesis, composite indicates for the independent and

dependent variables were computed by summing up all valid responses intended

to obtain respondents’ opinion. In verifying the hypothesis, the researcher use

chi-square of independence to find out whether the use of ICT was related to the

general average point of the students. Consequently, the analysis entailed the

verification of the null hypothesis at 0.05 level of significance.

Table 6
Results
Critical Value 16.91898

Chi-Square Test Statistic 46.76087

p-Value 4.35E-07

Reject the null hypothesis

Analysis of Table 6, revealed that there is a relationship between

the use of ICT and the general point of average of the students. The absolute

value of the Chi-square test statistics is greater than the critical value implies that

the result was statistically significant. This suggests that the use of ICT plays a

significantly positive role towards the general point of average of the students.

Hence, the null hypothesis that “There is a no significant relationship between the

General Point Average and the use of ICT” was rejected and the alternative

hypothesis “There is a significant relationship between the General Point

Average and the use of ICT” was upheld.