Format For Checking Chapter 444444

CHAPTER 4
PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Title: A CORRELATIONAL STUDY BETWEEN SEATING ARRANGEMENT AND ACADEMIC
PERFORMANCE
Strand&Section: 12 STEM MASIGASIG
CHAPTER 4
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This chapter contains the presentation, analysis and interpretation of data. The
presentation of data involves the organization of data into tables, graphs or it can be
charts. As is stated by Shamoo and Resnik (2003) in the analysis it is the process of
systematically applying statistical or logical techniques to illustrate, and evaluate data.
Dr. Mary Dowd (2002) stated that interpretation of data refers to the process of
critiquing and determining the significance of important information such as
the result of the survey. Interpreting data involves critical thinking that will
help comprehend text, graphs or tables. While in discussion the purpose of it is
to describe the significance of your findings and to explain new understanding
regarding to the problem after the researchers taken the findings into
consideration. Lastly in the synthesis this section shows the summary of data
in the chapter 4.
PRESENTATION OF DATA
As stated by Kim TK (2017) Data can be presented in one of the three ways: as text
in tabular form; or in graphical form. Methods of presentation must be determined
according to the data format, the method of analysis to be used, and the information to be
emphasized. Inappropriately presented data fail to clearly convey information to readers
and reviewers. Even when the same information is being conveyed, different methods of
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presentation must be employed depending on what specific information is going to be
emphasized. A method of presentation must be chosen after carefully weighing the
advantages and disadvantages of different methods of presentation
This section shows the data that has been gathered by the researchers. In order to
present their points, they use various techniques and tools to condense and summarize
their findings. These tools include the use of tables and figures to provide an overview of
their calculations.
A Correlational Study Between Seating Arrangement and Academic Performance
of the Participants in terms of Gender
a. Male
No. of Participants
2 4.2
3 4.3
4 4.9
5 4
3.3
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4.2
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7 4.6
8 4
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4.2
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Table no. 1 presents the mean scores of each variable: Seating Arrangement and
Academic Performance in male gender of both Grade 11 and Grade 12 – Science,
Technology, Engineering and Mathematics Senior High School Students. There are
seventy-eight (78) male participants in this study. The Pearson R value of the mean
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scores of the two variables; Seating Arrangement and Academic Performance of male
respondents is 0.4915.
b. Female
No. of Seating Academic No. of Seating Academic

Participants Arrangement Performance Participant Arrangement Performance
(Mean (Mean s (Mean (Mean
Scores) Scores) Scores) Scores)
1 4 3.2 6 3 3.3
2 4.6 3.4 7 3.5 4
3 4.5 3.8 8 4.6 2.3
4 4.5 4.7 9 3.5 3.5
5 3.8 3 24 3.3
6 3.4 3 25 3.6
26 3.3
7 2.8 3
27 3.3
8 2.8 4
3.4
9 2.8 4 28
3.5
10 3 29
11 3.1 3 30
12 3.1 2 31
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13 3.1 32
14 3.1 2 33
15 3.2 3’ 34
16 3.2 35
17 3.2 36
18 3.2 37
19 3.3 38
20 3.3 39
21 3.3 40
22 3.3 41
23 3.5 42
43 62
44 63
45 64
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50 69
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51 70
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60 79
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81 100
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88 107
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89 108
90 109
91 110
92 111
93 112
94 113
95 114
96 115
97 116
98 117
99 118
119
120
121
122
Pearson’s R Correlation Coefficient : 0.128966
Table No. 2
In table no. 2 it shows the mean scores of each variable: Seating
Arrangement and Academic Performance in terms of female gender. There are one
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hundred twenty-two respondents (122) in female respondents. The Pearson R value of the
mean scores of Seating Arrangement and Academic performance of female participants
is 0.128966.
A Correlational Study Between Seating Arrangement And Academic Performance
Science, Technology, Engineering And Mathematics Senior High School Students
SEATING ACADEMIC
ARRANGEMENT PERFORMANCE
NUMBER OF 200 200
PARTICIPANT
MEAN 3.725 3.962
PEARSON’S R 0.1170877
DEGREE OF VERY WEAK POSTIVE

CORRELATION
Table no. 3: Correlation between seating arrangement and academic performance.
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Table 1 shows the information tabulated from the survey questionnaires showing
the number of participants, mean of each variable, Pearson’s R and their degree of
correlation. It states that there are 200 participants of combine grade 11 and 12 of
Science, Technology, Engineering and Mathematics (STEM) students of Emilio
Aguinaldo College Cavite that answered in each variable. The mean of the 200
participants in seating arrangement is 3.725 while in academic performance it is 3.962. The
Pearson’s R of both variables resulting in 0.1170877 having a degree of correlation of very weak
positive thus it can be deduced that there is a very weak positive relationship seating
arrangement and academic performance.
FIGURES WITH DATA (1-2 PAGES)
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gender
40%
60%
frdg40
male female
Figure 1: distribution of the gender of respondents
Figure 1 presents the distribution of the population according to gender of the
respondents in this study. It shows that the dominating gender of the participants are
female, they have the sixty percent (60%) out of the 200 participants in the study. Male
on the other hand have what is remained from the whole, they are the forty percent (40%)
of the participants who answered the survey questionnaire for this study.
INTERPRETATION AND ANALYSIS OF DATA
As stated by Libied (2018), data interpretation refers to the implementation of
processes through which data is checked and reviewed for the purpose of having a
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finalized and carefully informed conclusion. The interpretation of data assigns a meaning
to the information analyzed and determines its signification and implications.
A Correlational Study Between Seating Arrangement and Academic Performance
in Terms of Gender
a. Male
Variable Mean Scores Pearson’s R Correlation Degree of Relationship

Coefficient
x 3.725
VERY WEAK
0.1170877
POSTIVE
y 3.962
Table no. 4
Scatter Plot Of Relationship Between Seating Arrangement

And Academic Performance In Terms Of Gender - Male
6
0
0 10 20 30 40 50 60 70 80 90
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Figure no.2
The male Grade 11 and 12 – Science, Technology, Mathematics and Engineering
Senior High School Students that participated in the study has a total number of 80
respondents. The male respondents are the 40% of the whole number of respondents of
the study. The Pearson’s R Correlation Coefficient value is 0.235324, it is interpreted as
very weak positive. Therefore, the Relationship of – Seating arrangement and Academic
performance of Male Grade11 & 12 – Science, Technology, Engineering and
Mathematics Senior High School Students is Very weak positive.
b. Female

Coefficient
x 3.725
VERY WEAK
0.1170877
POSTIVE
y 3.962
Table no. 5
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Scatter Plot Between Seating Arrangement an Academic

Performance in Terms of Gener - Female
5
0
0 20 40 60 80 100 120 140
Figure no. 3 Scatter Plot- Female
The female Grade 11 and 12 – Science, Technology, Mathematics and
Engineering Senior High School Students that participated in the study has a total number
of 120 respondents. The female respondents comprises the 60% of the whole number of
respondents of the study. The Pearson’s R Correlation Coefficient value is 0.45876, it is
interpreted as Very Weak Positive. Therefore, the Relationship of Educational Self –
Esteem and Academic Achievement of female Grade 11 and 12 – Science, Technology,
Engineering and Mathematics Senior High School Students is very weak positive.
Scatter Plot of the Relationship Between Seating Arrangement and Academic
Performance of Grade 12 Senior High School Students
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Coefficient
x 3.725
VERY WEAK
0.1170877
POSTIVE
y 3.962
Table no. 6
Scatter Plot of the Relationship Between Seating Arrangement and

Academic Performance of Grade 12 Senior High School Students
5
0
0 50 100 150 200 250
Figure no.4 Scatter Plot
The Grade 11 and 12 – Science, Technology, Mathematics and
Engineering Senior High School Students that participated in the study has a total number
of 200 respondents. The respondents that illustrated by the scatter plot comprises the
100% of the whole number of respondents of the study. The Pearson’s R Correlation
Coefficient value is 0.1170877, it is interpreted as Very weak positive. Therefore, the
Relationship of Seating Arrangement and Academic Performance of Grade 11 and 12 –
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Science, Technology, Engineering and Mathematics Senior High School Students is Very
Weak positive. In these findings, the researcher’s alternative hypotheses are accepted and
the null hypotheses will be rejected.
DISCUSSION (1-2 PARAGRAPHS PER ANSWER)
The following will be the statement of the problem and the hypotheses of the study that is
answered through the result of the tabulated survey questionnaires.
Statement of the Problem
1. What is the relation between academic performance and seating
arrangement in terms of: a) Students seated in Front b) Middle c) Back
The result of the study shows that the relationship between seating arrangement
and academic performance in terms of:
a) Students seated in front resulted in having 0.090448 outcome in Pearson’s
R, with degree of correlation as very weak positive. Even though it is very
weak positive, earlier research has indicated that students who choose to sit
near the front of the class, or in central seats, more often exhibit creative,
assertive, and competitive personality traits (Totusek & Staton-Spicer, 1982).
The most prevalent trend suggests that students who sit front and center within
the classroom will participate more than those who sit at the back; and so,
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they are perceived to be better students (Benedict & Hoag, 2004; Burda &
Brooks, 1996; Daly & Suite, 1982; Perkins & Wieman, 2005; Weaver & Qi,
2006).
b) Middle seated students and academic performance relationship result is
0.033531 or interpreted as very weak positive. Very weak positive means
there is a relationship and that they are correlate with each other but the
relationship is not strong. Benedict and Hoag (2004) reported similar results.
In their study, analyzing seating preferences and seating location and their
relation to course performance, a preference to sit closer to the front of the
class translated into a decreased likelihood of receiving a low grade. Students
who preferred to sit at the front of the class demonstrated a higher likelihood
of receiving a B or an A as a grade than those sitting closer to the back of the
class.
c) Back seated students and their relationship to academic performance resulted
to 0.059016 and is interpreted as very weak positive. Like the other previous
seating arrangement, they all have the same degree of correlation that states
that they all have a positive relationship with the academic performance but tit
is very weak. A study of Benedict and Hoag (2004), students who prefer to sit
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closer to the back of the class had a higher likelihood of receiving a D or an F
when compared to those who preferred to sit near the front of the class.
2. What is the relation between academic performance and seating
arrangement?
The result of the study Seating Arrangement and Academic Performance
of Senior High School Science, Technology, Engineering and Mathematics (STEM)
students of Emilio Aguinaldo College-Cavite shows the calculated Pearson’s R of
-0.15193 with an interpretation of very weak negative resulting for the study to say that
seating arrangement and academic performance have no relationship with each other.
Earlier study of Stringer (2014), Through interviews, surveys, and test scores it was
discovered that classroom arrangement does have a small influence on student learning.
This can be due to students getting comfortable in a certain arrangement, or their
objection to change. It was also noticed that students have a built in conception about
certain locations within the classroom.
3. What is the degree of relationship between academic performance and
seating arrangement?
The results shows that the degree of relationship between Seating Arrangement
and Academic Performance of Grade 11 & 12 – Science, Technology, Engineering and
Mathematics Senior High School Students is Negative. The Pearson’s R Correlation
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Coefficient of the two variables has a value of -0.15193 and it is interpreted as very weak
negative. An almost same study of Meeks, et al. (2013), seating selection within a
classroom can have an impact on students and student performance. It was an expectation
when this project was undertaken that strong differences would be found in performance
based on seating position. The author who served as instructor in these classes felt
strongly that those students sitting in the front of the classroom substantially
outperformed other students. The data proved otherwise. Instructors struggle with best
classroom practices, particularly in an age when electronic devices divert attention from
learning. Given the results of this study, it appears that student performance is not
significantly altered by seating position as the only regression model variable which
proved to be significant was gender.
Based on the information stated above, the researchers will now then answer the
hypotheses of the study from the chapter one accepting or rejecting the null or the
alternative hypothesis.
1. Null hypothesis:
There is no relation between academic performance and seating arrangement in
terms of: a) student in front b) students in the middle c) student at the back.
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Alternative Hypothesis:
There is a relation between academic performance and seating arrangement
in terms of: a) student in front b) students in the middle c) student at the back.
In number one, based from the result of the study, there is a very weak positive
relationship between academic performance and seating arrangement in terms of a)
student in front b) students in the middle c) student at the back. From the result, the study
will accept the alternative hypothesis and reject the null hypothesis.
2. Null Hypothesis: There is no relation between academic performance and seating
arrangement.
Alternative Hypothesis: There is a relation between academic performance and
seating arrangement.
In number two, the result shows that there is a negative correlation between the
two variables and therefore the study will accept the null hypothesis an reject the
alternative hypothesis.
3. Null Hypothesis:
There is no degree of relationship between academic performance and seating
arrangement.
Alternative Hypothesis: There is a degree of relationship between academic
performance and seating arrangement.
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The third hypothesis questions if there is a degree of relationship between seating
arrangement and academic performance an based on the result there is a negative
relationship between the two variable and therefore rejecting the null hypothesis and
accepting the alternative hypothesis.
SYNTHESIS OF THE DATA (MENTION KEY POINTS
This chapter contains the presentation, interpretation, analysis and the discussion
of the results from the survey questionnaire of the two hundred (200) grade 11 & 12
students of Science, Technology, Engineering and Mathematics strand of Emilio
Aguinaldo College-Cavite. In here, the tables and figures used to tabulate the data given
by the respondents.
There are overall 6 tables and 4 figures used in this study explaining the result of
the tabulation of the study in terms of gender and the overall combined participants table
and figure. It also explained the mean score of x and y, and the Pearon’s R result and
interpretation of each variable and can be found in the presentation of data an in the
analysis and interpretation of data. The result showed the difference of both male and
female having 40% male participants and 60% female participants.
In the discussion part of this chapter, it contains the answers in the statement of
the problem and the hypotheses of the study. It explained the answers in detail with a
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supporting statement of an earlier study at the end. It sates the Pearson’s R and the degree
of correlation between the two variables and how are they related or if there is even a
relationship between the two of them.
Reference
Fernandez, A.C., Huang, J., Rinaldo, V.R., (2011) Does Where A Student Sits Really
Matter? - The Impact of Seating Locations on Student Classroom Learning. Retrieved by:
https://pdfs.semanticscholar.org/b653/f362b5201ca792c9c5256ed7aeb25de12c00.pdf
Stringer, J.P. (2014) A Master’s Research Project Presented to The Faculty of the Patton
College of Education. Retrieved by: https://www.ohio.edu/education/academic-
programs/upload/Stringer_Joseph-MRP.pdf
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CHAPTER 4

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

systematically applying statistical or logical techniques to illustrate, and evaluate data.

critiquing and determining the significance of important information such as

help comprehend text, graphs or tables. While in discussion the purpose of it is

to describe the significance of your findings and to explain new understanding

in tabular form; or in graphical form. Methods of presentation must be determined

emphasized. Inappropriately presented data fail to clearly convey information to readers

PRESENTATION, ANALYSIS AND

presentation must be employed depending on what specific information is going to be

emphasized. A method of presentation must be chosen after carefully weighing the

advantages and disadvantages of different methods of presentation

A Correlational Study Between Seating Arrangement and Academic Performance

of the Participants in terms of Gender

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

Academic Performance in male gender of both Grade 11 and Grade 12 – Science,

PRESENTATION, ANALYSIS AND

No. of Seating Academic No. of Seating Academic

2 4.6 3.4 7 3.5 4

3 4.5 3.8 8 4.6 2.3

4 4.5 4.7 9 3.5 3.5

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

PRESENTATION, ANALYSIS AND

Pearson’s R Correlation Coefficient : 0.128966

In table no. 2 it shows the mean scores of each variable: Seating

PRESENTATION, ANALYSIS AND

mean scores of Seating Arrangement and Academic performance of female participants

A Correlational Study Between Seating Arrangement And Academic Performance

Science, Technology, Engineering And Mathematics Senior High School Students

DEGREE OF VERY WEAK POSTIVE

PRESENTATION, ANALYSIS AND

Science, Technology, Engineering and Mathematics (STEM) students of Emilio

participants in seating arrangement is 3.725 while in academic performance it is 3.962. The

arrangement and academic performance.

FIGURES WITH DATA (1-2 PAGES)

PRESENTATION, ANALYSIS AND

Figure 1: distribution of the gender of respondents

Figure 1 presents the distribution of the population according to gender of the

INTERPRETATION AND ANALYSIS OF DATA

As stated by Libied (2018), data interpretation refers to the implementation of

PRESENTATION, ANALYSIS AND

to the information analyzed and determines its signification and implications.

A Correlational Study Between Seating Arrangement and Academic Performance

Variable Mean Scores Pearson’s R Correlation Degree of Relationship

Scatter Plot Of Relationship Between Seating Arrangement

PRESENTATION, ANALYSIS AND

The male Grade 11 and 12 – Science, Technology, Mathematics and Engineering

the study. The Pearson’s R Correlation Coefficient value is 0.235324, it is interpreted as

performance of Male Grade11 & 12 – Science, Technology, Engineering and

Mathematics Senior High School Students is Very weak positive.

Variable Mean Scores Pearson’s R Correlation Degree of Relationship

PRESENTATION, ANALYSIS AND

Scatter Plot Between Seating Arrangement an Academic

Figure no. 3 Scatter Plot- Female

The female Grade 11 and 12 – Science, Technology, Mathematics and

respondents of the study. The Pearson’s R Correlation Coefficient value is 0.45876, it is