CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter describes the analysis of data followed by a discussion of the research

findings which was related to the statement of the problems that guided the study. Data were

analysed to identify, describe and explore the reasons for G10-Rizal’s lack of participation on

recitation in Science subject.

For this purpose, this study sought to answer the following questions:

Part I.Student’s Profile

1. What is the respondents’ profile in terms of?

1.1 Perceived Level of Performance in Science

Table 1.1 Frequency Distribution of Respondent's Profile in Terms of their Perceived Level of

Performance in Science Subject

Level in Science Frequency Percentage Rank

Good 22 37.0 2
Average 36 60.0 1
Bad 2 3.0 3
Total 60 100.0
Table 1.1 shows the Frequency Distribution of the Students’ perceived level of

performance in Science subject. Having a frequency of 36 or 60% of the sample, majority of the

respondents considered themselves as AVERAGE learners. Students who said that they are good

in Science were ranked 2nd with the frequency of 22 or 37% of the distribution, while students

who said that they were bad in Science subject were 3rd in the rank with the frequency of 2 or

3% in the distribution.
 1.2 Views about Science

Table 1.2 Frequency Distribution of Respondent's Profile in Terms of their Views about Science

Subject

Do you like Science Frequency Percentage Rank

Subject?
Yes 45 75.0 1
No 15 25.0 2
Total 60 100.0
Table 1.2 shows the frequency distribution of the Respondent's Profile in Science in

terms of their views in Science. First in the rank were those students who said that they like

Science subject with a frequency of 45 or 75% while 15 or 25% of the respondents said that they

DON’T like the subject.

Wooler's study (2010) proves that the subjects that students enjoy were the ones they

excelled in and the least favorite subjects were less able in. This factor would more likely affect

pupil's enjoyment and success in particular subjects. However, European Journal of Training and

Development Studies (2015) stated that Interest could be defined as the focusing of the sense

organs on or giving attention to some person, activity, situation or object. It is an outcome of

experience rather than gift. It could either result or cause motivation. It could also be regarded as

a pre-determinant of one’s perceptions that is, what aspect of the world one is mostly likely to

see always.
2. What are the possible factors that can affect on why student(s) was/were afraid in

reciting in Science Subject in terms of?

2.1 Motivation

2.1A Classroom Atmosphere

Table 2.1A Frequency Distribution of Possible Factors Why Students Are Afraid in Reciting in

Science Subject in terms of Classroom Atmosphere

Atmosphere in the Frequency Percent Rank

classroom
Relaxed 26 43.0 1
Motivating 13 22.0 3
Boring 21 35.0 2
Total 60 100.0

Table 2.1A shows the frequency distribution of the possible factors why student(s)

was/were afraid in reciting in Science Subject in terms of classroom atmosphere. Majority or 26

samples (43% of the respondents) found the atmosphere Relaxing. Next were those respondents

who said that the atmosphere in the classroom was boring with the frequency of 21 or 35% while

last in the rank was “MOTIVATING” with the frequency of 13 or 22% of the samples.

According to Hannah (2013), classroom is where the students develop what they want

their future to look like, as well as knowledge of the skills needed to reach that goal. With the

classroom being such an important place in the growth of a child, it is important to understand

the ways in which to affect this environment in order to receive maximum effectiveness in

instruction.
2.1B Comfortability of students in Reciting in Science

Table 2.1B Frequency Distribution of possible factors why student(s) was/were afraid in reciting

in Science Subject in terms Comfortability in Reciting

Do you feel Frequency Percent Rank

comfortable when you
participate in Science
Subject?
Yes 50 84..0 1
No 10 16.0 2
Total 60 100.0

Table 2.1B shows the Frequency Distribution of possible factors why student(s) was/were

afraid in reciting in Science Subject in terms of being comfortable in reciting in Science. First in

the rank was “YES” (50 or 84%) or students feel comfortable when they recite in Science. Next

were those students who said that they don’t feel comfortable when they recite in Science with

the frequency of 10 or 16%.

According to Reinisch (2017), school is the students' second home. Students are

comfortable with their classroom because teachers and students are their second family.

In addition to this, the following were the factors why most of the respondents said YES
Table 2.1B-1 Frequency Distribution of respondents who said they were comfortable in reciting

in Science class

If yes, do you think Frequency Percent Rank

that you do because:
You are interested in 24 48.0 1
the lesson
You are not afraid of 5 10.0 3
making mistakes
You believe that your 21 42.0 2
participation is
valuable
Total 50 100.0
Table 2.1B-1 shows the Frequency Distribution of respondents who were comfortable in

reciting in Science class. First in the rank, with the frequency of 24 or 40% said that they were

interested with the lesson, while those students who said that they feel comfortable in

participating because they believe that their participation is valuable (21 or 36%) ranked 2nd.

Lastly, 5 or 8% of the sample said that they were not afraid of making mistakes.

Such result occurred because according to Paul (2013), interests powerfully influence

students’ academic and professional choices.

Table 2.1.B-2 Frequency Distribution of respondents who were not comfortable in reciting in

Science class

If no, do you think Frequency Percent Rank

that you do not
because:
You are afraid of 5 50.0 1
making mistakes
You have nothing to 5 50.0 1
say
You are lack of 0 0.0
knowledge
You are shy 0 0.0
Total 10 100.0
 Table 2.1.B-2 shows the Frequency Distribution of respondents who were not

comfortable in reciting in Science class. The result showed that majority of those who were not

reciting in Science class were either afraid of making mistakes or they have nothing to say, both

with the frequency of 5 or 50% of the distribution.

Salim (2014) once said that the biggest impediment to learning is the fear that students

have of making mistakes. The fear of being wrong is so great that students would rather not

answer questions at all than answer them incorrectly.

2.1C Motivated in speaking

Table 2.1C Frequency Distribution of Possible Factors Why Student(s) was/were Afraid in

Reciting in Science Subject in Terms of Being Motivated in Speaking in Science Class

How much do you Frequency Percent Rank

feel motivated to
speak in Science
Very much 14 23.0 2
Little 42 70.0 1
Not at all 4 7.0 3
Total 60 100.0
Table 2.1C shows the Frequency Distribution of the possible factors why student(s)

was/were afraid in reciting in Science Subject in terms of being motivated in speaking in Science

class. Respondents who said that they just feel little bit motivated in speaking in Science were

1st in the rank with a frequency of 42 or 70% in the distribution. Respondents who said that they

feel very much motivated were 2nd in the rank having a frequency of 14 or 23%. Respondents

who said that they are not at all feeling motivated were 3rd in the rank.
 According to Shore (2016), the unmotivated student actually is highly motivated when it

comes to schoolwork -- he's motivated to avoid it. He puts more work into avoiding academic

challenges than he puts into tackling them.

2.2. Teachers

2.2A. Question: How often does their Science teacher ask them to speak?

Table 2.2A Frequency Distribution of Possible Factors Why student(s) was/were Afraid in

Reciting in Science Subject in Terms of How Often Their Teacher Ask Them to Speak

How often does their Frequency Percentage Rank

Science teacher ask
them to speak?
Always 1.0 2.0 4
Often 20.0 33.0 1
Sometimes 18.0 30.0 3
Rarely 20.0 33.0 1
Never 1.0 2.0 4
Total 60 100.0
Table 2.2A shows the frequency of possible factors why student(s) was/were afraid in

reciting in Science class in terms of how often their Science teacher asks them to speak.

Respondents who said that they were often and rarely called by their Science teacher to speak

were both 1st in the rank with a frequency of 20 or 33%. Next were those respondents who said

that they were sometimes asked by their teacher to speak in the Science class, having a frequency

of 17 or 29%. And also, with a frequency of 2 or 3%, respondents who said that they were never

asked to speak in class got the third rank.

2.2B Question: Does their teacher praise them when they answer correctly?

Table 2.2C Frequency Distribution of Possible Factors Why student(s) was/were Afraid in

Reciting in Science Subject in Terms of Teachers’ Positive Reinforcement

Does their teacher Frequency Percentage Rank

praise them when they
answer correctly?
Always 10 17.0 4
Often 17 28.0 1
Sometimes 16 27.0 2
Rarely 13 22.0 3
Never 4 6.0 5

Total 60 100.0

Table 2.2B shows the Frequency Distribution of the possible factors why student(s)

was/were afraid in reciting in Science subject in terms of teachers’ positive reinforcement.

Majority or 17 students (28% of the respondents) said that they were often praised by their

teacher. Last in the rank were students who said that they were never praised by their teacher

with a frequency of 4 or 6% of the respondents.

According to Wooler (2010), praising students would more likely affect pupil’s

enjoyment and success in particular subjects.

3 What are the common characteristics of those students who were not reciting in Science

Subject?

Table 3 Frequency Distribution of the Characteristics of Students who were not Actively

Participating in Science Class

Characteristics Frequency Percent Ranking

Good Speaker 15 25.0 2

Not Good Speaker 45 75.0 1

Total 60 100.0

Shy 31 52.0 1

Not Shy 29 48.0 2

Total 60 100.0

Table 3 shows the Frequency Distribution of the characteristics of students who were not

actively participating in Science class in terms of being Good Speaker and Being Shy. Majority

or 45% of the respondents said that they are not good speaker. In otherwise, majority or 31

students (52% of the respondents) also said that they were shy.
4. What are the possible effects when students were not reciting in Science class?

4.1 Grades (Question: Do you feel that grades will be affected whenever you didn’t recite in

Science class?)

Table 4.1 Frequency Distribution of Possible Effects When Students Were Not Reciting in

Science Class in terms of Grades

I feel that my grade Frequency Percentage Rank

will be affected
whenever I didn’t
recite in Science class.
Yes 37 63.0 1
No 27 37.0 2
Total 60 100.0
Table 4.1shows the Frequency Distribution of Possible Effects When Students Were Not

Reciting in Science Class in terms of Grades. Most of the respondents (37 students or 63% of the

distribution) said that their grade will be affected if they lack in classroom participation, while 27

or 37% of the sample said NO.

According to K-12 (2015), students must perform inside the classroom because grade is

composed of 40% written works, 40% performance task, and 20% quarterly assessment.
4.2 Knowledge (Question: Do you think that you’re still learning well even if you are not

reciting in Science class?)

Table 4.2A Frequency Distribution of Possible Effects In Terms of Respondent’s Learning

I think that I am still Frequency Percentage Rank

learning well even if I
am not reciting in
Science class.
Yes 50 83.0 1
No 10 17.0 2
Total 60 100.0
Table 4.2 shows the Frequency Distribution of Possible Effects In Terms of Respondent’s

Learning. Students who said that they were still learning even if they were not reciting in Science

class were 1st in the rank with a frequency of 50 or 83%. While 10 or 17% of the respondents

said “NO” were second in the rank.

According to K-12 (2015), students must perform inside the classroom because grade is

composed of 40% written works, 40% performance task, and 20% quarterly assessment. But it

doesn’t mean that grades rely on participation. It remain 60% for other matters.
4.2A Question: Is it hard for you to understand different scientific terms?

Table 4.2A Frequency Distribution of Possible Effects In Terms of Understanding Different

Scientific Terms

Is it hard for you to Frequency Percentage Rank

understand different
scientific term?
Yes 32 53.0 1
No 28 47.0 2
Total 60 100.0
Table 4.2B shows the Frequency Distribution of Possible Effects In Terms of

Understanding different scientific terms. Students who said that they can still understand the

different scientific terms were 1st in the rank with a frequency of 32 or 53% of the respondents,

while 28 or 47% of the respondents said that they can’t understand the terms if they don’t

participate in the discussion.