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```CHAPTER 4
Analysis and Presentation of Data
Introduction
This chapter presents the data gathered, the results of the statistical analysis done, and
the interpretation of the findings. The researchers used questionnaires within the students at
Kapitan Eddie T. Reyes Integrated School with 30 respondents who are the students who
partake in online distance learning. The researchers use a questionnaire to gather the data
needed for this research and include the demographic information about the respondents. The
researchers ensure that the result of the survey is reliable and credible data and come from
those students’ perception of the quality of online distance learning.
Sampling technique
The sampling technique refers to the selection of a small proportion of social actors from the
entire population to infer the results and finding to the whole. There are mainly two broader
types of sampling techniques comprising probability sampling and non-probability sampling.
Under the probability, sampling is clustered technique. Cluster sampling is a probability
sampling approach that divides the population into numerous groups for research purposes.
For data collection and analysis, researchers use a basic random or systematic random
sampling approach to pick random groups. Therefore, the study has chosen the KERIS
students as the population and clustered sampling technique under the umbrella of the
probability sampling method.
Report of findings
Based on the outcome. Online classes are extremely enjoyable for 16.7 % of students, while
online classes are enjoyable for 10% of students. 20% of them are impartial, another 20%
find online lessons unpleasant, and 33.3 % find online classes extremely uninteresting.
According to the findings, 23.3 % of students learn a lot in online classes, 20% learn well,
and 10% learn in a neutral fashion where they comprehend certain subjects but not others.
Thirty percent of them learn ineffectively, and 16.7 % do not completely learn in online
classes.
According to the findings, 16.7 % believe they have received more than adequate help from
by 20% of them. Twenty percent of them say they didn't get enough help, and 36.7% say they
didn't get any help at all.
According to the findings, 14.3 % of the pupils experienced higher anxiety as a result of their
age. 14.3 % are linked because of their sex or gender. 36.7 % of them are related to migration
and ethnicity. 25% of them are associated with their religious connection, while 10.7 % are
not.
According to the findings, 53.3 % are severely upset as a result of the workloads during the
outbreak. 33.3 % of them are tension-free, whereas 13.3 % are neutral.
According to the findings, 20.7 % of pupils had lost a family member or a family pet, which
correlates with their anxiety. 13.8 % have a poor internet connection. During the pandemic,
37.9 % of them had low grades, which correlates with their anxiety, 13.8 percent of them
encountered other things, and another 13.8 % did not experience the stresses associated with
their anxiety.
Based on the results, the emotions the students experienced when their grades fall behind are
mostly depression and 30% of them are experiencing it. 23.3% of them motivate themselves
and another 23.3% deal with anxiety. 13.3% of them says falling grades didn't affect them
and 10% of them said they never experience falling grade during this pandemic
According to the findings, 37.9 percent of pupils experience anxiety when they believe they
don't belong in the class. 24.1 percent of them are depressed. 17.2% of students said it did not
affect them. 10.3 percent of them report feeling lonely and alone, whereas another 10.3
percent report not feeling this way.
According to the results, 16.7% of the students are not mentally affected by online classes.
46.7% of them make them feel anxious, 20% of them feel motivated in online classes and
16.7% of the students feel valued during online classes.
According to the findings, 37.9 % of students experience anxiety when they believe they
don't belong in the class. 24.1 percent of them are depressed. 17.2% of students said it did not
affect them. 10.3 % of them report feeling lonely and alone, whereas another 10.3 % report
not feeling this way.
According to the findings, 34.5 % report feeling very fatigued from online classes, 27.6 %
report feeling quite fatigued, and 13.8 % report feeling moderate. 17.2 % of them claim they
are not exhausted, and 6.9 percent say they are not tense or fatigued as a result of their online
classes.
According to the findings, 10.3 % of students say they still have more time for their hobbies
since online classes started. 17.2 % of them say they only get enough time for it, and 34.5
percent say it's neutral. 13.8% of them believed that they don’t have enough time for their
hobbies and 24.1% of them say they find no time for their hobbies
Based on the results, 30% of the students get an extremely high rate of stress and anxiety in
inline classes. 30% of them say they get stress and anxiety but is not a high rate. 16.7% of
them get anxiety and stress but not all the time.10% of them almost don’t get anxiety and
stress and 13.3% of them don’t get stress and didn’t deal with anxiety due to online classes.
According to the findings, 40% of students believe online classes harmful effect on their
mental health. 23.3 % of them say it's negative, 20% say it's neutral, 3.3 % it's not all that
bad, and 13.3% say it's not terrible.
After conducting a data gathering procedure, the researchers find out the mental health effects
of online classes in KERIS students the school year 2021-2022 are neutral. The effects of
online classes are harmful for some students and some students endured it. Most of the
answers are showing the negative effects of online classes on the students' mental health like
dealing with depression and anxiety. The results show that students are experiencing troubles
and distress in online classes, yet most of them injured it.
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