# What Was Never Taught

Pages: 5 (1347 words) Published: February 11, 2013
Chapter III
RESULTS AND DISCUSSION
This chapter presents the data obtained through the survey conducted, and the analysis of the data using the appropriate statistical treatment and the interpretation of the results obtained. Problem No. 1: What is the level of performance of third year students in? Table 3

Perception of Third Year High School Students on Disruptive Behaviour Gender Gender| Mean| Standard Deviation| Qualitative Description| Male| 3.21| 0.58| fair|
Female| 2.94| 0.59| fair|
Overall| 3.04| -0.60| Fair|

Table 3 summarizes the academic Perception of Third Year High School Students on Disruptive Behaviour according to gender.
The data shows that the mean of male students is 3.21with a standard deviation of 0.58 which is interpreted as fair. Moreover, the female students obtained a mean of 2.94 with a standard deviation of 0.59 that can be interpreted as fair. Comparatively, it can be generalized that Female respond better than Male. Table 4

Perception of Third Year High School Students on Disruptive Behaviour by Section Section| Mean| Standard Deviation| Qualitative Description| Rizal| 3.12| 0.59| Fair|
Bonifacio| 2.91| 0.68| Fair|
Mabini| 3.10| 0.50| Fair|
Overall| 3.04| 0.60| Fair|

Table 4 presents the Perception of Third Year High School Students on Disruptive Behaviour when categorized according to section.
The data shows that the mean of Rizal students is 3.12 with a standard deviation of 0.59 which is interpreted as Fair. Furthermore, Bonifacio students obtained a mean of 2.91 with a standard deviation of 0.68 that is interpreted as Fair. The mean of Mabini is 3.10 with a standard deviation of 0.50. It can be generalized from the data that Bonifacio have a better Perception in all Third Year High School Students on Disruptive Behaviour than the other two sections.

As a whole, the mean of all the Perception of Third Year High School Students on Disruptive Behaviour is 3.04 with a standard deviation of 0.60 which indicates that the Perception of Third Year High School Students on Disruptive Behaviour is fair. Problem 2. Is there a significant difference in the Perception of Third Year High School Students on Disruptive Behaviour n terms of gender and section? Table 5

Gender and disruptive attitude of 3rd year students
Gender| Mean| Mean Difference| Computedt-value| Tabulart-value| Decision| Conclusion| Male| 0.34| 0.15| -1.5641| -1.9944| If is less than -1.9944, or greater than 1.9944 reject the null hypothesis..| There is no significant difference between the male and female in disruptive behaviour.| Female| 0.19| | | | | |

Table 5 shows the results of the t-test between the disruptive attitudes of 3rd year students the respondents and their gender.
As presented on the table, the mean difference of the male and female respondents is 0.15. Since the computed t-value -1.5641 is less than the tabular value of -1.994 at 0.05 level of significance with -1.47 degrees of freedom (n1 + n2 – 2), the null hypothesis is rejected. This means that there is no significant difference between the disruptive attitude of male and female students. Table 6

Section and Disruptive behaviour
Section| Mean| Mean Difference| Computedt-value| Tabulart-value| Decision| Conclusion| Rizal| 3.12| 0.02| -0.123| -2.013| If it is less than -0.123 reject the null hypothesis| There is no significant difference between the two section in disruptive behaviour.| Mabini| 3.10| | | | | |

| | | | | | |
Rizal| 3.12| 0.21| -1.26126| - 2.004| If it is less than -1.26126 reject the null hypothesis| There is no significant difference between the two section in disruptive behaviour| Bonifacio| 2.91| | | | | |

| | | | | | |
Mabini| 3.10| 0.19| -1.0491| - 2.015| If it is less than -1.0491| There is no significant difference between the two section in disruptive behaviour|...

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