Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data of the study with their corresponding

analysis and interpretation. The sequence of the presentation and

discussion is according to the arrangement of the statement of the

problem in chapter one.

Problem 1: What is the profile of the respondents according to sex, age,

and parents’ educational attainment?

Sex

Table 2 reveals the percentage distribution of the respondents according

to sex.

As shown in table 2, the male respondents under the Control group were

the same with male respondents under the Experimental group which was 38.2

percent (n=13). On the other hand, the distribution of female respondents

under the two groups were also the same which was 61.8 percent (n=21).

Table 2 Commented [T1]: Is there any reason why they’re equally

distributed?
Percentage Distribution of Respondents according to Sex
Control Group Experimental Group
Sex
Frequency Percent Frequency Percent
Male 13 38.2 13 38.2
Female 21 61.8 21 61.8
Total 34 100 34 100
Age

Table 3 shows the percentage distribution of the respondents according

to age.

Table 3
Percentage Distribution of Respondents according to Age
Control Group Experimental Group
Age
Frequency Percent Frequency Percent
14 7 20.6 7 20.6
15 16 47.1 19 55.9
16 5 14.7 5 14.7
17 5 14.7 2 5.9
18 1 2.9 1 2.9
Total 34 100 34 100

As reflected in Table 3, most of the respondents from the control and

experimental groups were 15 years old which were 47.1 percent (n=16) from

the Control group and 55.9 percent (n=19) from the Experimental group. There

were 20.6 percent (n=7) who were 14 years old under the two groups; 14.7

percent (n=5) who were aged 16 and 17 years old from the Control group; while

and 14.7 percent (n=5) and 5.9 percent (n=2) from the Experimental group.

The remaining 2.9 percent (n=1) from the two groups were 18 years old. This

means that … Commented [T2]: Explain why they’re mostly 15 yrs old

Mother’s Highest Educational Attainment Commented [T3]: Follow the presentation of the data in the
previous table for tables 4 n 5. Explain why the mothers / fathers
are mostly elem grad and undergrad

Table 4
Percentage Distribution of Respondents according to
Mother’s Highest Educational Attainment
Mothers Educational Control Group Experimental Group
Attainment Frequency Percent (%) Frequency Percent (%)
 College Graduate - - 1 2.9
College
1 2.9 1 2.9
Undergraduate
High School
7 20.6 6 17.6
Graduate
High School
8 23.5 8 23.5
Undergraduate
Elementary
12 35.4 6 17.6
Graduate
Elementary
5 14.7 12 35.4
Undergraduate
Haven’t Studied 1 2.9 - -
Total 34 100 34 100

Table shows distribution of respondents under Control and Experimental group according to their

Mothers Highest Educational Attainment. It is shown that there are 35.4% (12) from the Control group

whose mothers are Elementary graduate, 23.5% (8) whose mothers are High School undergraduate,

20.6% (7) whose mothers are High School graduate, 14.7% (5) that are Elementary undergraduate and

both 2.9% (1) that are College undergraduate and haven’t studied. From the Experimental group, there are

35.4% (12) whose mothers are Elementary undergraduate, 23.5% (8) that are High School undergraduate,

both 17.6% (6) that are Elementary and High School Graduate and both 2.9% (1) that are College

undergraduate and graduate.

Father’s Highest Educational Attainment

Table 5
Percentage Distribution of Respondents according to
Father’s Highest Educational Attainment
Fathers Educational Control Group Experimental Group
Attainment Frequency Percent (%) Frequency Percent (%)
College Graduate - - 1 2.9
College
2 5.9 1 2.9
Undergraduate
High School
4 11.8 2 5.9
Graduate
 High School
5 14.7 7 20.6
Undergraduate
Elementary Graduate 11 32.2 7 20.6
Elementary
12 35.4 16 47.1
Undergraduate
Haven’t Studied - - - -
Total 34 100 34 100

Table shows distribution of respondents under Control and Experimental group according to their Fathers

Highest Educational Attainment. It is shown from the table that there are 35.4% (12) form the Control

group whose fathers are Elementary undergraduate, 32.2% (11) that are Elementary graduate, 14.7% (5)

whose fathers are High School undergraduate, 11.8% (4) that are High School graduate and 5.9% (whose

fathers are College undergraduate. From the Experimental group, there are 47.1% (16) whose parents are

Elementary undergraduate, both 20.6% (7) that are Elementary graduate and High School undergraduate,

5.9% (2) whose fathers are High School graduate and both 2.9% (1) that are College graduate and

undergraduate.

Problem 2: What is the reading comprehension level of the control and

experimental groups during the pretest and post-test?

Table 6 Commented [T4]: Combine pretest and posttest of the control

group
Percentage Distribution of Respondents’Reading Comprehension
Level of Control Group in Pre-Test and Post-test Commented [T5]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
using your reviewed studies and literature in chapter 2.
Reading Pre-test Post-test
Comprehension Level
Frequency Percent Frequency Percent
Frustration 24 70.6 21 61.9
Independent - - 2 5.9
Instructional 10 29.4 11 32.2
Total 34 100 34 100
Overall Average Score 20.88 21.65 Commented [T6]: What is this for and what is its meaning?
Table shows the reading comprehension level of Control group in their Pre-test. It is shown that 70.6%

(24) of respondents under the Control group are classified under Frustration level while 29.4% (10) of

them are found under Instructional level. The overall average score of the respondents under the Control

group is 20.88.

Table 6. Reading Comprehension Level of Control Group in Post-Test Commented [T7]: Delete this table

Reading Comprehension Level

Frequency Percent (%)
(Control Group Post-Test)
Frustration 21 61.9
Independent 2 5.9
Instructional 11 32.2
Total 34 100
Overall Average Score 21.65

Table shows the reading comprehension level of the Control group in their Post-test. It is shown from the

table that 61.9% (21) of the respondents are found under Frustration level, 32.2% (11) under Instructional

level and 5.9% (2) that are under Independent level. The overall average score of the respondents under

Control group in the Post-test is 21.65. This is higher compare to their average score from the Pre-test.

Table 7 Commented [T8]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
Reading Comprehension Level of Experimental Group in Pre-Test and using your reviewed studies and literature in chapter 2.
Post-test
Reading
Comprehension Pre-test Post-test
Level
Frequency Percent Frequency Percent
Frustration 29 85.3 15 44.1
Independent 1 2.9 4 11.8
 Instructional 4 11.8 15 44.1
Total 34 100 34 100
Overall Average Score 20.59 23.97

Table shows the reading comprehension level of the Experimental group in their Pre-test. It is shown that

85.3% (29) of the respondents under Experimental group is found under Frustration level, 11.8% (4) are

Instructional level and only 2.9% (1) that is at Independent level. The overall average score of the

respondents under Experimental group in their Pre-test is 20.59.

Table7 Commented [T9]: Delete this table

Reading Comprehension Level of Experimental Group in Post-Test

Reading Comprehension Level

Frequency Percent (%)
(Experimental Group Post-Test)
Frustration 15 44.1
Independent 4 11.8
Instructional 15 44.1
Total 34 100
Overall Average Score 23.97

Table shows the reading comprehension level of the Experimental group in their Post-test. It is shown

from the table that both 44.1% (15) of the respondents under this group is found under Frustration and

Instructional while there are 11.8% (4) who are at Independent level. Their overall average score in their

Post-test is 23.97 which is higher than their average score in their Pre-test.

Problem 3: Is there a significant difference of the post-test score of the

experimental and control groups?

 Table 8 Commented [T10]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
Significant Difference in Post-Test Scores of using your reviewed studies and literature in chapter 2.
Control and Experimental Groups
t- p-
Indicator Groups Mean Decision Remarks
value value
Post-Test Control 21.65 Failed to Not
-1.923 0.059
Score Experimental 23.97 Reject Ho Significant
Note: Reject Ho if p-value is less than or equal to 0.05, otherwise Failed to reject Ho.

Table shows the significant difference in the Post-test scores of the Control and Experimental group using

the Independent t-test. It is shown that the computed p-value of the test that is 0.059 is greater than the

0.05 level of significance. This leads on failing to reject the Ho because based on the decision rule we

Reject Ho is p-value is less than of equal to 0.05 but otherwise we Failed to Reject Ho. This implies that

the Post-test scores of the Control and Experimental group in not significantly different.

Problem 4: Is there a significant difference in the experimental and

control group’s reading comprehension level in the pretest

when grouped according to profile?

Table 9 Commented [T11]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
Significant Difference in the Control Group’s Reading Comprehension using your reviewed studies and literature in chapter 2.
Level in the Pre-Test When Grouped According to Profiles
Statistical
Indicator Profile p-value Decision Remarks
Test
Independent Failed to Not
Sex 0.436
t-test Reject Ho Significant
Failed to Not
Reading Age ANOVA 0.845
Reject Ho Significant
Comprehension
Level Mothers
ANOVA 0.007 Reject Ho Significant
Education
Fathers Failed to Not
ANOVA 0.250
Education Reject Ho Significant
Note: Reject Ho if p-value is less than or equal to 0.05, otherwise Failed to reject
Ho.
Table shows the significant difference in the Control group’s reading comprehension level in their Pre-

test when grouped according to their profile. It is shown from the table that the p-value of Sex, Age, and

Fathers Education profile are all greater than the 0.05 level of significance. Based on the decision rule that

was mentioned before, we failed to reject Ho. This tells that the Control group’s reading comprehension

level is not significantly different when their Sex, Age and Fathers Education is considered. However

their Mothers Education profile is found significant with p-value of 0.007 that is less than the 0.05 level

of significance. This tells that their reading comprehension level is significantly different when grouped

according to their Mothers Education profile. The possible thing is that, we can say that mothers with

higher education can affect the reading comprehension level of their children since they are more

attentive to them compared to fathers.

Table 10 Commented [T12]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
Significant Difference in the Experimental Group’s Reading using your reviewed studies and literature in chapter 2.
Comprehension Level in the Pre-Test When Grouped According to Profiles
Statistical p-
Indicator Profile Decision Remarks
Test value
Independent Failed to Not
Sex 0.292
t-test Reject Ho Significant
Failed to Not
Reading Age ANOVA 0.428
Reject Ho Significant
Comprehension
Mothers
Level ANOVA 0.011 Reject Ho Significant
Education
Fathers Failed to Not
ANOVA 0.229
Education Reject Ho Significant
Note: Reject Ho if p-value is less than or equal to 0.05, otherwise Failed to reject Ho.

Table shows the significant difference in the Experimental group’s reading comprehension level in their

Pre-test when grouped according to their profile. It is shown from the table that the p-value of Sex, Age,

and Fathers Education profile are all greater than the 0.05 level of significance. Based on the decision rule

that was mentioned before, we failed to reject Ho. This implies that the Control group’s reading

comprehension level is not significantly different when their Sex, Age and Fathers Education is

considered. However their Mothers Education profile is found significant with p-value of 0.011 that is
less than the 0.05 level of significance. This implies that their reading comprehension level is

significantly different when grouped according to their Mothers Education profile. The possible thing is

that, we can say that mothers with higher education can affect the reading comprehension level of their

children since they are more attentive to them compared to fathers.

Problem 5: Is there a significant difference between the pre-test and post-

test scores of the control and the experimental groups?

Table 11 Commented [T13]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
Significant Difference between Pre-Test and Post-Test of Control Group using your reviewed studies and literature in chapter 2.
Mean t- p-
Variables Decision Remarks
Difference value value
Pre-test - Post- - Failed to Not
-0.765 0.346
test 0.956 Reject Ho Significant
Note: Reject Ho if p-value is less than or equal to 0.05, otherwise Failed to reject Ho.

Table shows the significant difference between the Pre-Test and Post-Test of the Control group using the

Paired t-test. It is shown from the table that the mean difference between the two test is -0.765. This tells

that the score on average of the Post-test is higher than the score on average of the Pre-test. However,

statistically, the test shows a p-value of 0.346 which implies a not significant result. This tells that the

score of the Control group from the Pre-test is not significantly different to their score from the Post-test.

Table 12 Commented [T14]: Present the data like in the previous tables.
Provide meaning to your data and its implication.then support it
Significant Difference between Pre-Test and Post-Test of Experimental using your reviewed studies and literature in chapter 2.
Group
Mean
Variables t-value p-value Decision Remarks
Difference
Pre-test - Post-test -3.382 -4.521 0.001 Reject Ho Significant
Note: Reject Ho if p-value is less than or equal to 0.05, otherwise Failed to reject Ho.
Table shows the significant difference between the Pre-Test and Post-Test of the Experimental group

using the Paired t-test. It is shown from the table that the mean difference between the two tests is -3.382.

This tells that the score on average of the Post-test is higher than the score on average of the Pre-test. The

test shows a p-value of 0.001 which implies a significant result. This tells that the score of the

Experimental group from the Pre-test is significantly different to their score from the Post-test.