CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In this chapter, the researchers present the specific analysis of the findings and their

implications on peer groups and student motivation. The study aims to find whether there is a

relationship between peers and student motivation. As conducted by a survey, the researchers

gather data on both peer quality and student motivation to assess and analyze significant results.

The researchers strive to be objective and neutral in their analysis and presentation of the data.

1. Demographic Profile

1.1 Age

Table 2.

Frequency of Age Distribution

Age Frequency Percentage

15 2 1%

16 76 39.6%

17 79 41.1%

18 32 16.7%

19 3 1.6%

TOTAL 192 100.0%

According to the table, majority of the respondents are aged sixteen and seventeen. Students that

are seventeen (17) years old being the highest with 41.1% or 79 respondents out of 188 total

student respondents. Sixteen (16) year old students being second with 39.6% or 76 respondents.

Meanwhile, the lower percentage of ages 15 and 19 with fifteen (15) years old being the lowest

at 1% or 2 respondents.

1.2 Sex

Figure 4.

Frequency Chart According to Sex

Figure 4 shows the frequency of sex based on the survey. According to the data, among the

students the male respondents were 53.1% with a total of one hundred two (102) out of one

hundred ninety-two (192) respondents in senior high. On the other hand, female respondents

were 46.9% with a total of ninety (90) students among the senior high population.
 Figure 5.

Likert 5-point Scale

Codes Intervals

1 – Strongly Disagree 1.00 – 1.80

2 – Disagree 1.81 – 2.60

3 – Neutral 2.61 – 3.40

4 - Agree 3.41 – 4.20

5 – Strongly Agree 4.21 – 5.00

This figure shows the significant use of scaling method to assess the average and deviation of

results from the data gathered through the survey.

2. Peer Quality

Table 3.

Question Mean Interpretation

I am very close with my peer group 4.09 Agree

Based on the analysis of the data table, question one shows that a majority of 79.7% respondents

or eighty-four (84) and sixty-nine (69) students chose to agree with the following. The total

respondents average or mean value is (4.09 > 3.41) which indicates that the respondents agree

that they are close with their peer groups.

I frequently interact with my peers in 4.06 Agree

school
Question two shows that 70.8% of respondents also chose to agree while 24.5% or forty-seven

(47) tend to be neutral. The average or mean value of (4.06 > 3.41) shows that respondents

frequently interact with their peers in school.

I frequently interact with my peers 3.50 Agree

outside school

Question three shows that 35.6% or sixty-eight (68) respondents chose to be neutral while 24.1%

or forty-six (46) respondents agree. The mean value of (3.50 > 3.41) shows that respondents

frequently interact with their peers outside school.

I frequently discuss topics related to

school with my peers during class 3.82 Agree
hours.

Question 4 shows that a majority of 43.8% or eighty-four (84) respondents agree. A given mean

value of (3.82 > 3.41) shows that peer groups often discuss topics related to school during class

hours.

I frequently discuss topics unrelated

to school with my peers during class 3.95 Agree
hours

Question 5 also shows that 39.1% or seventy-five (75) respondents strongly agree with the

statement. The mean value of (3.95 > 3.41) indicates that peer groups frequently discuss topics

unrelated to school.
Examining the mean of the entire dataset reveals a computed weighted average of 3.88. This

weighted average signifies the overall average responses from participants, falling within the

agree interval as evidenced by (3.884 > 3.41). This suggests that a significant majority of

respondents believe that the statements are applicable to them. The weighted average analysis

implies that a substantial number of participants perceive a high quality in their peer groups.

Consequently, it can be observed that students maintain a positive and close relationship with

their respective peer groups, both within and outside the school environment.

3. Students Level of Motivation

Table 4.

Questions Mean Interpretation

I always attend classes 4.57 Strongly

Agree
Weighted Average: 3.732

Table 4 shows the analysis of the respondents’ level of motivation through survey. Based on the

data, Question one shows that 72.4% or a majority of one hundred thirty-nine (139) respondents

strongly agree on their class attendance. A mean value of (4.57 > 4.21) indicates that the average

respondent frequently attends classes.

I am always interested when lessons 3.61 Agree

are being discussed

Question two shows 40.6% or seventy-eight (78) respondents that are neutral and 32.8% or sixty-

three (63) respondents that agree. A mean value of (3.61 > 3.41) shows that most of the

respondents are interested in the lessons being discussed.

 I always participate in classroom 3.97 Agree
activities

Question three shows that a majority of 69.4% or one hundred four (104) respondents agree and

strongly agree. A mean value of (3.97 > 3.41) shows us that the average respondents are likely to

participate in class activities.

I study my lessons beforehand

3.05 Neutral

Question four shows that 37.5% or seventy-two (72) respondents chose to be neutral, while

20.3% or fifty (50) respondents disagree to studying lessons before classes. A mean value of

(3.05 < 3.41) indicates that the average of respondents is neutral or unsure of unsure of their

study habits according to the survey.

I finish my schoolwork early

3.46 Agree

Question five also shows uncertainty among 39.6% or seventy-six (76) respondents that chose

neutral. The majority of 45.3% or eighty-seven (87) respondents chose to agree and strongly

agree. A mean value of (3.46 > 3.41) suggest that the average respondents only slightly agree

that they finish their school works early.

The mean value derived from the tabulated data was computed, giving a weighted average of

3.732. This weighted average signifies the overall average responses from participants, falling

within the agree interval as given by (3.732 > 3.41). This outcome signifies that, on average, the

surveyed individuals project a good level of motivation. The examination of motivation levels
among students, as revealed through survey analysis, suggests that students generally exhibit

heightened engagement and attentiveness. However, there appears to be a minor lack of

motivation when it comes to academic tasks and studies. Thus, it can be observed that there

exists a commendable and good level of motivation among students.

Correlation Analysis of Variables

The researchers aim to find a significant correlation between the variables peer quality

and student motivation through the analysis of data gathered. After determining the average and

specific values for each variable, the researchers can find a correlation coefficient through the

use of an instrument such as the Pearsons R coefficient. The result of the calculation as follows.

Table 5.

X Y (X-x) (Y-Y) (X-x) (Y-Y) (X-x)2 (Y-Y)2

4.09 4.57 0.206 0.838 0.173 0.042 0.702

4.06 3.61 0.176 -0.122 -0.022 0.031 0.015

3.50 3.97 -0.38 0.238 -0.090 0.144 0.057

3.82 3.05 -0.064 -0.682 0.044 0.0041 0.47

3.95 3.46 0.066 -0.272 -0.018 0.0044 0.074

 ∑X=19.42 ∑Y=18.66 SP=0.483 SSx=0.23 SSy=1.318

0.087

X = 3.884 Y=3.732

Figure 6.
Pearsons Correlation Formula

R= 0.1557504843